Exploring Students' Critical Thinking Skills Using the Engineering Design Process in a Physics Classroom

Critical thinking skills (CTS) have been applied in the learning environment to address students' challenges in the twenty-first century. Therefore, specific approaches need to be implemented in the learning environment to support students' CTS. This research explores students' CTS du...

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Podrobná bibliografie
Vydáno v:	The Asia-Pacific education researcher Ročník 32; číslo 1; s. 141 - 149
Hlavní autoři:	Putra, Pramudya Dwi Aristya, Sulaeman, Nurul Fitriyah, Supeno, Wahyuni, Sri
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Singapore Springer Nature Singapore 01.02.2023 Springer Springer Nature B.V Springer Singapore
Témata:	21st Century Skills Agricultural Occupations Agricultural Skills Classrooms Cognitive Ability College Faculty Critical Thinking Design Design engineering Education Educational Environment Educational Policy and Politics Educational Theories Engineering Engineering Education Essay Tests Experiential Learning International and Comparative Education Junior High School Students Learner Engagement Learning Activities Learning and Instruction Learning Processes Learning Theories Measurement Techniques Peer Evaluation Performance Based Assessment Performance Tests Physics Program Effectiveness Regular Regular Article Science education Science Instruction Sociology of Education Student Behavior Teacher Education Thinking Skills Critical thinking skills Engineering design process Physics classroom
ISSN:	0119-5646, 2243-7908
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Shrnutí:	Critical thinking skills (CTS) have been applied in the learning environment to address students' challenges in the twenty-first century. Therefore, specific approaches need to be implemented in the learning environment to support students' CTS. This research explores students' CTS during the learning process through the engineering design process (EDP) in a physics classroom. The methodology relied on a case study where students were situated for the first time in an EDP classroom. Data were analyzed for each of the EDP stages based on CTS criteria codes. The accuracy of the data was tested through a peer review process to demonstrate the validity of the analysis. The results showed that students exhibited specific CTS criteria in each EDP stage. Therefore, EDP could be an alternative method to engage CTS. This result contributes empirical evidence that the research on CTS also needs the students' performance while engaged in EDP.
Bibliografie:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	0119-5646 2243-7908
DOI:	10.1007/s40299-021-00640-3