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This mixed-methods study, adopting a sequential explanatory design, aimed to (a) investigate the effect of situation comedies (sitcoms) on Iranian EFL learners’ critical reasoning as well as action and (b) explore learners’ attitudes about the way sitcoms could influence their critical reasoning and action. In this mixed-methods study, sixty learners were randomly selected and assigned to a control and an experimental group. While the control group participated in regular classes, the experimental group watched sitcoms. Before and after the treatment, the Persian version of the California Critical Thinking Skills Test, Form B (CCTST) (Khalili & Hossein Zadeh, 2003) was utilized to measure participants’ reasoning skills. To assess critical action, the Activism Orientation Scale (Corning & Myers, 2002) was used. Quantitative data were analyzed using Analysis of Covariance (ANCOVA). Some of the participants in the experimental group were interviewed about the way sitcoms affected their criticality. Qualitative data were analyzed using content analysis. The result of ANCOVA tests showed a significant difference between the two groups regarding their criticality. In support of quantitative results, the analysis of the interviews confirmed the effectiveness of sitcoms in improving learners’ criticality. Qualitative findings showed that sitcoms enhanced learners’ critical reasoning through inference and evaluation and raised their awareness of social issues and their eagerness to participate in life-changing activities. Integrating findings from the two phases confirmed that sitcoms increased learners’ awareness of the world and deepened their understanding of diversities.

Human praxis denotes practical wisdom, which through deliberate human action aims at personal and collective transformation, including people's ideas, commitments and consciousness. The occupational therapy profession has a long history of both enacting human praxis for the evolvement of the profession, and also facilitating it among the people it serves. Occupational therapy can draw on its innate wisdom and ability to accurately read contexts to consciously harness human praxis to render the profession as indispensable as a healthcare profession as well as a profession that can contribute significantly to social development. Consciously harnessing human praxis for change can be done by applying reflective and reflexive critical reasoning; epistemic fluency within multidisciplinary spaces (that could promote better transdisciplinary practices); as well as deconstructing the constituents of human praxis to apply it as a treatment mode. Furthermore, consciously using human praxis can contribute to the fields of education, research and leadership that promote and cultivate human dignity. [ABSTRACT FROM AUTHOR]

This study aims to examine (1) the effect of integrative learning model application in Pancasila and Civics Education (PPKn) subjects on students' critical reasoning ability and (2) the effect of integrative learning model application in Pancasila and Civics Education (PPKn) subjects on students' civic cultural literacy. This research deployed a quasi-experimental design with a nonequivalent control group, the research involved 60 grade XI students from SMA Negeri 1 Cineam in Tasikmalaya Regency, West Java. The sample was selected through purposive sampling, the experimental group consisted of 30 students from class XI IPA 3, while the control group included 30 students from class XI IPS 3. The validity of the test and questionnaire instruments was confirmed with a value of 0.548. The results showed that (1) the integrative learning model significantly enhanced students' critical reasoning ability, with average scores increasing from 59.67 to 80.67. The paired sample t-test showed a t-value of 11.664, exceeding the t-table value of 2.048 (p ≤ 0.05). (2) Additionally, the model significantly improved students' civic cultural literacy, with scores rising from 80.10 to 87.43. The t value here was 7.215, also surpassing the t-table value (p ≤ 0.05). The integrative model facilitated interdisciplinary connections, enriched understanding, and promoted the development of critical reasoning ability. It also deepened students' appreciation of tolerance, empathy, and civic responsibility, encouraging respect for diverse opinions and collaborative problem-solving. These findings suggest that the integrative learning model is effective for enhancing critical reasoning and civic cultural literacy in PPKn education. [ABSTRACT FROM AUTHOR]

This mixed-methods study, adopting a sequential explanatory design, aimed to (a) investigate the effect of situation comedies (sitcoms) on Iranian EFL learners’ critical reasoning as well as action and (b) explore learners’ attitudes about the way sitcoms could influence their critical reasoning and action. In this mixed-methods study, sixty learners were randomly selected and assigned to a control and an experimental group. While the control group participated in regular classes, the experimental group watched sitcoms. Before and after the treatment, the Persian version of the California Critical Thinking Skills Test, Form B (CCTST) (Khalili & Hossein Zadeh, 2003) was utilized to measure participants’ reasoning skills. To assess critical action, the Activism Orientation Scale (Corning & Myers, 2002) was used. Quantitative data were analyzed using Analysis of Covariance (ANCOVA). Some of the participants in the experimental group were interviewed about the way sitcoms affected their criticality. Qualitative data were analyzed using content analysis. The result of ANCOVA tests showed a significant difference between the two groups regarding their criticality. In support of quantitative results, the analysis of the interviews confirmed the effectiveness of sitcoms in improving learners’ criticality. Qualitative findings showed that sitcoms enhanced learners’ critical reasoning through inference and evaluation and raised their awareness of social issues and their eagerness to participate in life-changing activities. Integrating findings from the two phases confirmed that sitcoms increased learners’ awareness of the world and deepened their understanding of diversities. [ABSTRACT FROM AUTHOR]

This research aims to determine whether Project Based Learning (PjBL) and learning motivation on students' critical reasoning abilities in the Science Material of Forms of Substances and Their Changes at SD Muhammadiyah Terpadu Ponorogo partially or simultaneously. The population in this study were all fourth grade students at the Ponorogo Integrated Muhammadiyah Elementary School which consisted of 5 groups with a total of 130 students, while the sample was taken from 2 groups using random sampling to obtain a sample of 52 students. This research instrument uses a questionnaire for the variable implementation of Project Based Learning (PjBL) and student learning motivation, and uses a test for the variable students' critical reasoning abilities. Data analysis uses partial and simultaneous correlational analysis. For statistical testing, the SPSS version 25.0 program was used. The results of the research concluded that the application of Project Based Learning (PjBL) and student learning motivation had a very strong influence, both partially and simultaneously, on students' critical reasoning abilities in the Science Material of Forms of Substances and Their Changes at the Ponorogo Integrated Muhammadiyah Elementary School.

Resumen En este texto nos proponemos realizar un conjunto de reflexiones sobre la competencia comunicativa y el razonamiento crítico (a partir de ahora CCyRC) con respecto a la formación inicial de maestros y en el contexto de escritura académica. Se trata de dos aspectos considerados estratégicos en los Grados de Maestro y que han sido objeto ya de medidas concretas para su desarrollo en algunas universidades y comunidades autónomas en nuestro país en relación con el acceso a dicha formación. Aportamos una descripción conceptual de CCyRC y proponemos siete medidas clave sobre la base de que esas competencias deben ser trabajadas de manera transversal en todas las asignaturas implicadas en la formación inicial docente, a partir de la noción de “género discursivo”. Abstract In this text we propose to carry out a set of reflections on communicative competence and critical reasoning (from now on CC&CR) with respect to initial teacher training, within the context of academic writing. These are two aspects considered strategic in teacher training and which have already been the subject of specific measures in some universities and autonomous communities in Spain in relation to accessing such training. We provide a conceptual description of the notions of CC&CR and propose a set of seven key measures based on the fact that these competences must be worked on in a transversal way across all the subjects involved in the teaching degrees, drawing on the fundamental concept of “discursive genre”.

Copyright of Palíndromo is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Tejuelo: Didáctica de Lengua y Literatura is the property of Tejuelo. Didactica de la Lengua y la Literatura. Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Strengthening Pancasila Student Profile (P5) Project of the Independent Curriculum aims to improve student character and competence in line with the Pancasila student profile based on the Graduation Competency Standard. One of the character development initiatives is the Critical Reasoning Skills Improvement Project. This study seeks to evaluate the impact of the Strengthening the Profile of Pancasila Students (P5) Project on the critical reasoning ability of grade IV students of MI Birul Walidain Banyubiru, as well as the extent of the impact. The results of the hypothesis verification of the Paired Samples T-Test showed a significant effect with Sig (2-Tailed) < 0.002. In addition, the R-Squared hypothesis test (2-tailed) showed that the influence of the independent variable on the dependent variable was 0.073 which means effectiveness of 7.3%, while the remaining 92.7% was not taken into account. In addition, the average pretest and posttest calculations showed an increase in post-treatment, with an average pretest score of 72.61538 and an average posttest score of 91.61538.

The purpose of this study was to find out how effective the classical guidance of the snowball throwing approach was to improve students' reasoning abilities more or less. This type of quantitative research, with an experimental research design. To obtain data from the problems studied, the data collection technique that the authors use is through distributing questionnaires. Data processing was carried out in a quantitative descriptive manner, then described and classified aspects of certain problems and explained through effective sentences according to the concept of guidance and counseling. The results showed that the implementation of the classical snowball throw approach in improving students' critical reasoning abilities after carrying out the N-gain Asymp test. Sig. (2-tailed) for the two-tailed test the significance value of 0.510 is greater than the significance value of 0.169 (0.169 > 0.05). Then H0 is accepted and H1 is rejected, meaning that there is no significant difference in the ability to reason between students in the experimental group who are given classical guidance services using the snowball throwing approach and group students who are given classical guidance services without the snowball throwing approach.

Critical thinking is often reserved for adults. In fact, critical reasoning should have been cultivated from an early age. The importance of fostering students' critical reasoning is a demand for teachers to continue to strive for it through the learning process. Critical reasoning does not just grow, but is formed from a complex process consisting of elements that can be implemented by referring to the theory of constructivism. The learning process can be implemented by referring to the appropriate theory so that the learning process takes place with activities that will foster students' critical reasoning. So it is important to study the learning process that can foster critical reasoning. The purpose of this article is to describe the learning process of PAI to foster students' critical reasoning in madrasah ibtidaiyah. The location of this research was MIS Al-Hidayah Teluk Panji class 1. The method in this research is descriptive qualitative. Data collection was carried out using interview and documentation techniques. Furthermore, the data were analyzed descriptively.The findings in this study are that there are several stages in PAI learning to foster critical reasoning of grade 1 students, starting from making learning designs to foster critical reasoning, learning processes to evaluations oriented to active learning models. The PAI learning process to foster critical reasoning is carried out through interpretation, analysis, evaluation, inference, and self-regulation activities. Each of these activities influences the thinking ability of students through teacher guidance. The implication of this research is that PAI teachers can foster participants' critical reasoning in the learning process by taking the stages of activities according to the theory of critical thinking.

Copyright of Contemporary Islamic Thought / Al-Fikr al-Islāmī al-Muʿāṣir is the property of International Institute of Islamic Thought (IIIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Penelitian ini memiliki tujuan yaitu mengembangkan modul merdeka belajar matematika berformat flipbook dan menelaah pencapaian penalaran kritis dan kemandirian siswa sebagai tolak ukur efektivitasnya. Penelitian ini menggunakan metode penelitian pengembangan dengan disain ADDIE. Instrumen yang digunakan dalam penelitian ini yaitu lembar validasi dan praktikalisasi, soal tes penalaran kritis juga angket kemandirian. Pengolahan data yang digunakan dalam penelitian ini yaitu dengan mengolah data validitas modul dan juga kepraktisannya, selain itu juga dilakukan analisis statistika inferensial untuj uji dua sampel independen. Hasil penelitian yang diperoleh yaitu 1) Modul merdeka belajar matematika berformat Flipbook (e-modul) ini Valid dan Praktis untuk digunakan; 2) Penalaran kritis dan kemandirian belajar siswa yang pembelajarannya menggunakan modul merdeka belajar matematika berformat Flipbook (e-modul) lebih baik daripada yang menggunakan pembelajaran biasa, sehingga dapat disimpulkan bahwa modul yang dikembangkan efektif. The purpose of this study was to develop an independent learning mathematics module in flipbook format and to examine the achievement of critical reasoning and the independence of students as a measure of its effectiveness. This study used the development research method with the ADDIE design. The instruments used in this study were validation and practicalization sheets, critical reasoning test questions as well as an independence questionnaire. The data processing used in this study is by processing the validity of the module data and also its practicality, besides that, inferential statistical analysis is also carried out to test two independent samples. The research results obtained are 1) The independent learning mathematics module in Flipbook format (e-module) is valid and practical to use; 2) Critical reasoning and independent learning of students whose learning uses the independent learning mathematics module in Flipbook format (e-module) is better than those using ordinary learning, so it can be concluded that the developed module is effective.

Copyright of DAYAH: Journal of Islamic Education is the property of DAYAH: Journal of Islamic Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Image interpretation scaffolds and mind mapping may support students' historical reasoning. Benefits of such approaches are, until present, not empirically tested. This quasi-experimental study compared effects of three conditions: a sequenced image interpretation scaffold, a flexible image interpretation scaffold, and mind mapping on students' historical reasoning about and with images. Participants were adolescents (secondary school students, N = 145, M age 13.9 years). Historical reasoning was assessed with a writing task. Participants interpreted three photographs over three time points. At T1, students had no support. At T2 and T3, students interpreted an image with the randomly assigned condition. Students' interpretative essays were rated to assess historical reasoning. Image interpretation scaffolds better supported historical reasoning than mind mapping. Both interpretation scaffolds enhanced historical reasoning. Particularly the flexible image interpretation scaffold appeared to benefit contextualization and the description of the relevance of the image message for the present. However, effects of the flexible scaffold were not stable over time. Image interpretation scaffolds seem beneficial to support students' interpretation of historical images. Further research needs to investigate how image interpretation scaffolds support historical reasoning for different types of images. • Historical reasoning was investigated when inspecting images (historical photographs). • Historical reasoning was measured three times with an inquiry-based writing task. • Effects of two image interpretation scaffolds were compared with a mind mapping support. • Image interpretation scaffolds supported historical reasoning better than mind mapping. • A flexible scaffold appeared more promising than a sequenced scaffold. [ABSTRACT FROM AUTHOR]

Copyright of Arq.urb is the property of Arq.urb and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Actively open‐minded thinking (AOT) operates in three dimensions: it serves as a norm accounting for how one should search for and use information in judgment and decision making; it is a thinking style that one may adopt in accordance with the norm; and it sets standards for evaluating the thinking of others, particularly the trustworthiness of sources that claim authority. With the first and third dimensions in mind, we explore how AOT influences trust in public health experts, risk perceptions, and compliance with recommended behaviors aimed at slowing the spread and severity of the COVID‐19 pandemic. Using survey data from a nationally representative sample of Americans (N = 857), we tested whether AOT will lead people to place greater trust public health experts (H1). Because these experts have been consistently messaging that COVID‐19 is a real and serious threat to public health, we also hypothesized that trust in experts would be positively associated with high perceived risk (H2), which should have a positive influence on (self‐reported) compliance with CDC recommendations (H3). And because AOT is a self‐directed thinking style, we also expected it to directly influence risk perceptions and, by extension, compliance (H4). Our results support all four hypotheses. We discuss the implications of these results for how risk communication and risk management efforts are designed and practiced. [ABSTRACT FROM AUTHOR]

This article reports on part of a project that introduced philosophy programmes to a number of Scottish prisons. It centres on the deployment within these prisons of McCall’s(1991) Community of Philosophical Inquiry (CoPI). It provides a rationale for, and analyses the participation structure, of CoPI, setting out how its communicative constraints and demands provided prisoners with novel means of reasoning and engaging in dialogue with others and with oneself. In interviews conducted with a sample of participants, they described how the critical listening to, and reasoning with, each other in CoPI tutorials had allowed them to develop greater self-awareness and a more reflexive understanding of their own thinking and actions. Findings are framed within sociocultural theorising on literacies, learning and identity. Drawing on Holland, Lachicotte, Skinner & Cain (1998) account of identity and agency, we show how CoPI afforded participants a new positionality and discursive practices.

As online education for the MLIS becomes widespread, one challenge for reference and user services instructors is that traditional exercises used to promote clinical intuition and metacognition in reference work may be more difficult in online classrooms. This article uses concept analysis to better understand clinical judgment for reference, suggesting that learners' clinical intuition may be developed through a combination of emphasizing types of reasoning skills in reference work and the use of experiential learning theory. Investigative video games are presented as a case for providing practice with reasoning skills and rules testing in contexts adjacent to reference work. The authors provide examples of how types of reasoning are used in these video games and how, when practiced, these can offer a complementary approach to instruction for reference work. [ABSTRACT FROM AUTHOR]

According to Burge, it is not possible to commit brute errors in the process of critical reasoning. This thesis lies at the heart of Burge's influential theory of self-knowledge. By appealing to a version of the slow-switching argument, this paper contends that Burge's view is not compatible with his commitment to externalism about mental content. In particular, it is argued that accepting externalism opens up the possibility of brute errors in the process of critical reasoning. [ABSTRACT FROM AUTHOR]

Critical reasoning (CR) when confronted with contradictory information from multiple sources is a crucial ability in a knowledge-based society and digital world. Using information without critically reflecting on the content and its quality may lead to the acceptance of information based on unwarranted claims. Previous personal beliefs are assumed to play a decisive role when it comes to critically differentiating between assertions and claims and warranted knowledge and facts. The role of generic epistemic beliefs on critical stance and attitude in reflectively dealing with information is well researched. Relatively few studies however, have been conducted on the influence of domain-specific beliefs, i.e., beliefs in relation to specific content encountered in a piece of information or task, on the reasoning process, and on how these beliefs may affect decision-making processes. This study focuses on students’ task- and topic-related beliefs that may influence their reasoning when dealing with multiple and partly contradictory sources of information. To validly assess CR among university students, we used a newly developed computer-based performance assessment in which the students were confronted with an authentic task which contains theoretically defined psychological stimuli for measuring CR. To investigate the particular role of task- and topic-related beliefs on CR, a purposeful sample of 30 university students took part in a performance assessment and then were interviewed immediately afterward. In the semi-structured cognitive interviews, the participants’ task-related beliefs were assessed. Based on qualitative analyses of the interview transcripts, three distinct profiles of decision-making among students have been identified. More specifically, the different types of students’ beliefs and attitudes derived from the cognitive interview data suggest their influence on information processing, reasoning approaches and decision-making. The results indicated that the students’ beliefs had an influence on their selection, critical evaluation and use of information as well as on their reasoning processes and final decisions.

Active learning exercises engage students during lectures, but often fail to take account of the individual learning position of each student. The 'quecture' is a partially flipped lecture that incorporates students posing their own questions (quecture questions), discussing them during lectures and revisiting them later. These interactive learning events are designed to personalise students' construction of learning during lectures. Quectures were trialled in direct comparison with both fully flipped and traditional lectures, providing information on student attitudes, experiences and engagement with the learning strategy. Quectures were favoured by participants over the two other lecture formats and were found to be helpful both in increasing learning and in improving study habits, although some students had difficulty adjusting to, or disliked, the new mode of learning. The student-posed questions were also perceived by students to improve enquiry skills and to personalise learning. Although many chose not to engage with the strategy, those who did felt more engaged with, and more responsible for their own learning during quectures than in traditional lectures. Future work will be required to generalise the effectiveness of this strategy as well as to fine tune for optimum benefit. It will also be important to investigate which subpopulations of students preferentially engage or disengage with the strategy, and to unpick any relationship between this engagement and academic performance. [ABSTRACT FROM AUTHOR]

Critical reasoning (CR) when confronted with contradictory information from multiple sources is a crucial ability in a knowledge-based society and digital world. Using information without critically reflecting on the content and its quality may lead to the acceptance of information based on unwarranted claims. Previous personal beliefs are assumed to play a decisive role when it comes to critically differentiating between assertions and claims and warranted knowledge and facts. The role of generic epistemic beliefs on critical stance and attitude in reflectively dealing with information is well researched. Relatively few studies however, have been conducted on the influence of domain-specific beliefs , i.e., beliefs in relation to specific content encountered in a piece of information or task, on the reasoning process , and on how these beliefs may affect decision-making processes. This study focuses on students' task- and topic-related beliefs that may influence their reasoning when dealing with multiple and partly contradictory sources of information. To validly assess CR among university students, we used a newly developed computer-based performance assessment in which the students were confronted with an authentic task which contains theoretically defined psychological stimuli for measuring CR. To investigate the particular role of task- and topic-related beliefs on CR, a purposeful sample of 30 university students took part in a performance assessment and then were interviewed immediately afterward. In the semi-structured cognitive interviews, the participants' task-related beliefs were assessed. Based on qualitative analyses of the interview transcripts, three distinct profiles of decision-making among students have been identified. More specifically, the different types of students' beliefs and attitudes derived from the cognitive interview data suggest their influence on information processing, reasoning approaches and decision-making. The results indicated that the students' beliefs had an influence on their selection, critical evaluation and use of information as well as on their reasoning processes and final decisions. [ABSTRACT FROM AUTHOR]

This paper argues that business ethics would enhance its relevance if it ceases to be a moralizing discourse and instead becomes a mediating discourse between conflicting and multiple interests. Yet business ethics can be relevant as a mediating discourse only if it acknowledges the "embedded" nature of the market. To clarify this point, the paper draws from Freeman's theory of narrative cores, Rehg's Problem-based Approach and De George's vision of business ethics as an interdisciplinary field composed of descriptive, managerial and normative components. Finally, we argue for the relevance of the case study, whose juxtaposition of "bi-polar" or irreconcilable dichotomies makes it a vital pedagogical tool for our proposed reconfiguration of business ethics as an interdisciplinary, mediating field of enquiry. [ABSTRACT FROM AUTHOR]

The internet has become a main source for health-related information retrieval. In addition to information published by medical experts, individuals share their personal experiences and narratives on blogs and social media platforms. Our increasing need to confront and make meaning of various sources and conflicting health information has challenged the way critical reasoning has become relevant in science education. This study addresses how the opportunities for students to develop and practice their capabilities to critically approach online health information can be created in science education. Together with two upper secondary biology teachers, we carried out a design-based study. The participating students were given an online retrieval task that included a search and evaluation of health-related online sources. After a few lessons, the students were introduced to an evaluation tool designed to support critical evaluation of health information online. Using qualitative content analysis, four themes could be discerned in the audio and video recordings of student interactions when engaging with the task. Each theme illustrates the different ways in which critical reasoning became practiced in the student groups. Without using the evaluation tool, the students struggled to overview the vast amount of information and negotiate trustworthiness. Guided by the evaluation tool, critical reasoning was practiced to handle source subjectivity and to sift out scientific information only. Rather than a generic skill and transferable across contexts, students' critical reasoning became conditioned by the multi-dimensional nature of health issues, the blend of various contexts and the shift of purpose constituted by the students. [ABSTRACT FROM AUTHOR]

Antecedentes: el estudiante de Medicina Veterinaria debe ser capaz de utilizar estrategias de pensamiento múltiple‚ como el razonamiento diagnóstico‚ razonamiento basado en literatura científica de calidad‚ pensamiento creativo y crítico. Muchos estudiantes experimentan la frustración al entrar en sus años como veterinarios y son desafiados por la realidad de la práctica. Objetivo: aplicar a los estudiantes del sexto semestre de medicina veterinaria un modelo de aprendizaje que integra el conocimiento en áreas básicas y clínicas en qué casos clínicos se analizan y son revisados por pares anónimos. Metodología: los docentes seleccionaron casos clínicos y preguntas de comprensión que los estudiantes debían desarrollar y por medio de una rubrica evaluar el de tres compañeros en la plataforma CGScholar. Resultados: el 75 % (22/29) de los estudiantes cumplió todas las fases del proyecto hasta lograr un trabajo que finalmente fuese publicable. Sin embargo‚ tan solo tres estudiantes (3/29) realizaron un abordaje crítico y coherente hacia los problemas que se planteaban en la actividad. Aspectos deficientes fueron: a) un bajo promedio de anotaciones del texto por parte del estudiante “par revisor”‚ b) escasez de comentarios explicando la puntuación asignada para cada rúbrica. Los principales problemas identificados fueron de redacción con gran dificultad en poder expresar las ideas que se querían transmitir‚ y el que los estudiantes no se tomaron el tiempo necesario para leer artículos pertinentes que permitiesen analizar el caso clínico que se les sugería desarrollar. Conclusiones: este ensayo de aplicar un sistema de enseñanza y aprendizaje novedoso en Colombia‚ pero ampliamente usado en universidades americanas‚ es prometedor para instaurar el pensamiento crítico como forma de abordar casos clínicos en veterinaria y mejorar su formación para afrontar la práctica veterinaria. Los resultados sugieren que un sistema que abarque conocimientos de múltiples áreas y la retroalimentación entre pares podría mejorar la capacidad de los estudiantes para transmitir su conocimiento y abordar casos en base a evidencias médicas y de la literatura científica. [ABSTRACT FROM AUTHOR]

Clinical reasoning, specifically diagnostic decision-making, has been a subject of fragmented literature since the 1970s, marked by diverse theories and conflicting perspectives. This article reviews the latest evidence in medical education, drawing from scientific literature, to offer ophthalmologists insights into optimal strategies for personal learning and the education of others. It explores the historical development of clinical reasoning theories, emphasising the challenges in understanding how doctors formulate diagnoses. The importance of clinical reasoning is underscored by its role in making accurate diagnoses and preventing diagnostic errors. The article delves into the dual process theory, distinguishing between type 1 and type 2 thinking and their implications for clinical decision-making. Cognitive load theory is introduced as a crucial aspect, highlighting the limited capacity of working memory and its impact on the diagnostic process. The zone of proximal development (ZPD) is explored as a framework for optimal learning environments, emphasising the importance of scaffolding and deliberate practice in skill development. The article discusses semantic competence, mental representation, and the interplay of different memory stores-semantic, episodic, and procedural-in enhancing diagnostic proficiency. Self-regulated learning (SRL) is introduced as a student-centric approach, emphasising goal setting, metacognition, and continuous improvement. Practical advice is provided for minimising cognitive errors in clinical reasoning, applying dual process theory, and considering cognitive load theory in teaching. The relevance of deliberate practice in ophthalmology, especially in a rapidly evolving field, is emphasised for continuous learning and staying updated with advancements. The article concludes by highlighting the importance of clinical supervisors in recognising and supporting trainees' self-regulated learning and understanding the principles of various teaching and learning theories. Ultimately, a profound comprehension of the science behind clinical reasoning is deemed fundamental for ophthalmologists to deliver high-quality, evidence-based care and foster critical thinking skills in the dynamic landscape of ophthalmology., Competing Interests: The authors have declared that no competing interests exist., (Copyright © 2024, Mushtaq et al.)

In this article I describe an approach to task design and implementation that addresses the broad capabilities common to 21st Century Skills and the STEM education agenda. Principles of task design and implementation were co-constructed by ten teachers and a single researcher during a longitudinal study that took place over 3 years. A vignette that draws on observation data from a Year 1 class and a post-lesson teacher interview is used to illustrate the possibilities that exist for mathematics to support critical reasoning and enquiry in primary science. The article concludes with a reflection on the role of teachers in designing and implementing tasks aimed at promoting effective STEM teaching and learning. [ABSTRACT FROM AUTHOR]

With increasing national and international attention on educating for 21st century competence, and general acceptance that learning in Visual Arts supports the development of critical and creative thinking (CCT) capabilities, there is a need to explore the terms on which CCT skills articulate with the practical and theoretical constraints on knowledge in the subject. Drawing on psychological and art educational research, the cognitive bases of critical and creative thinking, their relationship and articulation is examined. Some reflections on how CCT capabilities manifest within the domain-specific constraints on critical practice in Visual Arts and implications of this for teaching and research in art education concludes this investigation. [ABSTRACT FROM AUTHOR]

This article discusses the impact of the critical tradition in sociology on social criticism. High relevance of the sociological critical reasoning models in modern social criticism is shown. A drift from critical macrodiagnostics of the modern society to interpretation of local critical discourses in sociology is analyzed. The necessity to restore the regulatory focus of sociological criticism is sunstantiated.

The aim of this paper is to reflect on the role of the subjective reason as a producer of knowledge, and the techniques that govern nature and society. The consequence of this process is the creation of forms of domination. The rationalization implies that society is governed naturally, and dominant submissive relationship is established naturally. This paper proposes that the negative dialectic is a way to break from this divergence of reason, the initial purpose of which was to humanize society, but which ultimately generated the opposite process.

This article draws on Searle's philosophical realism to explore how critical agency is grounded in critical reasoning and supports the construction of art criticism as an institutional practice in art and design education. Examples of critical exchanges between a teacher and her students reveal how intentional beliefs inherent in the teacher's pedagogical choices implicate students in taking critical agency when constructing a collaborative interpretation of the meaning of a contemporary artwork. The article concludes with some reflections on the implications of a realist account of critical agency for teacher pedagogy and student learning. [ABSTRACT FROM AUTHOR]

The focus is on the micro-possibilities of student capabilities formation as the end of public-good higher education, rather than on a systems or organizations approach more commonly found in discussions of the public good and higher education. This does not discount other valuable public-good ends. Using South Africa as a global South context, a capability-based approach to the public good of higher education is proposed for its humanizing ethic, attention to fair opportunities, and participation in terms of what students are able to do and to be in and through higher education. A capability frame is complemented by thinking about decoloniality and epistemic justice to help identify central higher education capabilities. The three proposed intersecting capability dimensions are as follows: personhood self-formation, epistemic contribution, and sufficiency of economic resources, intended to guide university practices and policy interventions in the direction of the public good. By populating the space of the public good with capabilities, a shift is made away from micro-economics which see the public good as a reductionist space of commodities and human capital development. Higher education is rather understood as having both instrumental and intrinsic value, generating an alternative logic to that of neo-liberalism, and an individualist ontology of competition and untrammeled markets. The pressures of the global context are acknowledged so that the public good is understood as both “ideal-aspirational” but also “practical-feasible” in the light of local South African conditions. An expanded capability-based framing would contribute to reducing higher education inequalities as a public-good and public-accountable contribution by universities. [ABSTRACT FROM AUTHOR]

Abstract: To engage in discussions of artwork meaning is to engage in critical reasoning, a factor that is central to the interpretation of artworks in the art classroom. While this may appear as a common‐sense claim that reflects the tacit assumptions most art educators have about students' critical dispositions in art, it is also evident that little is known about the deeper structures underlying students’ critical reasoning and how such structures shape students’ interpretations of artworks. Drawing on my research on students’ theories of critical meaning in art, this article explores the nature of practical and theoretical constraints on students’ critical reasoning about the meaning of artworks. I account for how intentional beliefs, language and representational artefacts function as a nexus of real constraints that condition students’ advance into interpretations of the social meaning of art. After briefly outlining the design and methodology of my study, I examine students’ critical reasoning performances during the formative period of development between middle to late childhood. The findings reveal that with increasing age students gradually learn to exercise their own critical intentions and represent inferences that acknowledge the significance of constitutive rules and force of a collective intentionality in the artworld on their interpretations of artworks as artefacts. I then make some conclusions about the relationship of domain‐specific shifts in art understanding, the role of intentionality, representational understanding, beliefs about art and reasoning skills to the linguistic, theoretical and artefactual constraints conditioning students’ intuitive advance into real understandings of art. [ABSTRACT FROM AUTHOR]