DIDACTIC MODEL BASED ON PRINCIPLES OF CRITICAL THINKING

Irina Kazuša

Abstract


In Rīga Stradiņš University chemistry study process is developed by researching different pedagogical approaches and didactic models and their application methods in order to filter out the least effective ones. The aim of this research is the development of a didactic model of the medical chemistry course. As a result of this research, it was concluded that the most suitable didactic model is the one based on principles of critical thinking. Critical thinking principles behind this didactic model are purposefulness, information selection and analysis, critical reading and note-making, fundamental regularity spotting and awareness of one's own knowledge limitations. These principles raise their level of individual work culture by emphasizing responsibility for their choices and decisions are taken and also develop dialogue culture and tolerant attitude towards others. Suitability of methods based on critical thinking principles and their combinations depend on reachable goals. Reading, lectures, and the use of online resources are effective for obtaining knowledge, solving problems and involving students in the cognition process but are less suitable for developing skills and gaining experience. Discussions and practical exercises, on the other hand, are suitable for gaining study experience and developing skills and reflection. By mastering critical thinking principles, students learn to understand the specific situation from different aspects, to generalize and to carry over understanding from familiar situations to new.

 


Keywords


critical thinking principles; higher education didactics; pedagogic methods

Full Text:

PDF

References


Budke, A. & Meyer, M. (2015). Fachlich argumentieren lernen – Die Bedeutung der Argumentation in den unterschiedlichen Schulfächern (9-28). Budke, A., Kuckuck, M., Meyer, M., Schäbitz, F., Schlüter, K., Weiss, Günther [Hrsg.] Fachlich argumentieren lernen. Didaktische Forschungen zur Argumentation in den Unterrichtsfächern. LehrerInnenbildung gestalten, Hrsg. Vom Zentrum für LehrerInnenbildung der Universität zu Köln.

Cockerham, W., Dingwall, R., & Quah, S. (2014). The Wiley-Blackwell encyclopedia of health, illness, behavior, and society / edited by William C. Cockerham, Robert Dingwall, and Stella Quah. Chichester, West Sussex. UK: Wiley-Blackwell.

Floridi, L. (2010). Information: A Very Short Introduction. Oxford University Press. ProQuest Ebook Central. Retrieved from: http://ebookcentral.proquest.com.db.rsu.lv

Huitt, W. (1992). Problem solving and decision making: Consideration of individual differences using the Myers-Briggs Type Indicator. Journal of Psychological Type, 24, 33-44. Retrieved from: http://www.edpsycinteractive.org/papers/prbsmbti.html

Jenicek, M. (2006). The hard art of soft science: Evidence-Based Medicine, Reasoned Medicine or both? Journal Of Evaluation In Clinical Practice, 12(4), 410-419. DOI:10.1111/j.1365-2753.2006.00718.x

Kallet, M. (2014). Think smarter: Critical thinking to improve problem-solving and decision-making skills. John Wiley & Sons, Incorporated. Retrieved from: https://ebookcentral-proquest-com.db.rsu.lv

Manarin, K., Carey, M., Rathburn, M., & Ryland, G. (2015). Critical reading in higher education: academic goals and social engagement. Indiana University Press. Retrieved from: https://ebookcentral-proquest-com.db.rsu.lv

Nicol, D. (2013). Resituating feedback from the reactive to proactive. In D. Boud & E.Molloy (Eds.), Feedback in Higher and Professional Education: Understanding It and Doing It Well (pp. 34-49). Oxon, UK: Routledge.

Paul, R., & Elder, L. (2002). Critical thinking: Tools for taking charge of your professional and personal life. Financial Times Prentice Hall.

Paul, R., & Elder, L. (2012). Critical thinking: Competency standards essential to the cultivation of intellectual skills, part 5. Journal of Developmental Education, 36(1), 30-31. Retrieved from: http://search.proquest.com/docview/1285469423?accountid=32994

Paul, R., & Elder, L., (2011). Critical thinking: Competency standards essential for the cultivation of intellectual skills, part 3. Journal of Developmental Education, 35(2), 34-35. Retrieved from: http://search.proquest.com/docview/1023133581?accountid=32994

Rubene Z., & Svece A., (2018). Kritiskās domāšanas attīstīšana izglītībā Latvijā: situācijas analīze un pilnveides perspektīvas. No M. Kūle, u. c. Kritiskā domāšana: izglītība, medijpratība un spriestspēja (13-24). Rīga: LU Filozofijas un socioloģijas institūts.

Tennyson, R. Defining a learning theory linked to instructional theory interactive cognitive model. In: Beck, K., & Zlatkin-Troitschanskaia, O. (Eds.). (2013). From diagnostics to learning success: Proceedings in vocational education and training. Retrieved from: https://search-proquest-com.db.rsu.lv

Thomas, P. & Abras, C. (2016). Thomas, P., Kern, D., Hughes, M., & Chen, B. (Eds.). Curriculum development for medical education: a six-step approach. Chapter 5. 65-101. Retrieved from: https://ebookcentral-proquest-com.db.rsu.lv

Volkov, E. (2004). Kriticheskoe myshlenie: principy i priznaki. Retrieved from: http://sceptic-ratio.narod.ru/ps/volkov.htm

Žogla, I. (2001). Didaktikas teorētiskie pamati. Rīga, Izdevniecība RaKa.




DOI: https://doi.org/10.17770/sie2020vol1.4943

Refbacks

  • There are currently no refbacks.