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Cited by 6Education and Critical Thinking DevelopmentEducational Strategies and EpistemologiesEvaluation of Teaching Practices

The DOI matches its Crossref record; 37 of the 39 references it cites were found in a registry or an index.

An Evaluation of the Perceptions of Socio-Humanities Students on the Skills of Critical Thinking

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Mihail, Rariţa·2023·Revista Romaneasca pentru Educatie Multidimensionala
DOI 10.18662/rrem/15.2/740
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Abstract

One of the fundamental objectives of higher education is to prepare students to think analytically in order to develop and create knowledge, thus going beyond receiving information and building simple knowledge. That is why higher education must adapt its teaching and learning process to cultivate critical thinking of students. In order for academia to ensure the effectiveness of the development of critical thinking skills, student perceptions cannot be neglected, given that they are the ultimate receptors. In addition, investigating students’ perceptions of critical thinking skills could guide future training methods that promote their development. The purpose of this research is to explore students' attitudes and beliefs regarding critical thinking skills, as well as aspects of their development in academia and their transfer to other contexts. The study is conducted at the Dunarea de Jos University of Galaţi and uses the questionnaire survey method to assess students' perceptions of critical thinking, from several perspectives: the level of knowledge on critical thinking skills, strategies for learning critical thinking skills, the qualities of a critical thinker, the way students relate to the COVID 19 pandemic and fake news. To obtain the necessary data, the questionnaire was distributed through Microsoft Forms and subsequently analyzed to describe students' views on critical thinking. A sample of 101 students from specializations in the field of socio-humanities completed this survey. The results of the study showed that students invoke the need to overcome difficulties in developing critical thinking skills by: training teachers to use critical thinking in the classroom; including and practicing critical thinking skills in applied activities at courses and seminars; applying debates and discussions in the classroom as teaching and learning strategies; translating the theories learned in courses into different case studies; use of training skills, questionnaires, homework; participation in group projects in a collaborative environment.

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  • Framing effects-how information is presented or formulated-play a central role in the activation of critical thinking processes.

    “On the other hand, framing effects, how information is presented or formulated, play a central role in the activation of critical thinking processes.”

    From Determining Factors for the Development of Critical Thinking in Higher Education (2025) · cites this paper as Rarita 2023

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2 of the 39 references couldn’t be matched to a known paper.

Research works printed but not linked: 6

  1. Bruning, R. (1994). The college classroom from the perspective of cognitive psychology. In K. Prichard, & R. Sawyer (Eds.), Handbook of college teaching (pp. 3-22). Greenwood Press.
  2. Burbules, N. (1995). Reasonable doubt: Toward a Postmodern Defense of Reason as an Educational Aim. In W. Kohli (Ed.) Critical conversations in philosophy of education. Routledge.
  3. Dwee, C. Y., Anthony, E. M., Salleh, B. M., Kamarulzaman, R., & Kadir, Z. A. (2016). Creating Thinking Classrooms: Perceptions and Teaching Practices of ESP Practitioners. Social and Behavioral Sciences, 232, 631-639. https://doi:10.1016/j.sbspro. 2016.10.087. · DOI
  4. Elder, L., & Paul, R. (1994). Critical Thinking: Why we Must Transform our Teaching. Journal of Developmental Education, 18(1), 34-35.
  5. Gervey, R., Drout, M., & Wang, C. (2009). Debate in the Classroom: An evaluation of a critical thinking teaching technique within a rehabilitation counselling course. Rehabilitation Education, 23(1), 61-74.
  6. Meyer, H. F., Shanahan, M. P., & Laugksch, R. C. (2005). Students' conceptions of research: A qualitative and quantitative analysis. Scandinavian Journal of Educational Research, 49(3), 225-244.

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Metadata

Authors
Mihail, R.
Affiliations
"Dunarea de Jos" University of Galati (RO)
Corresponding author
Mihail, Rariţa
ORCID
Mihail, Rariţa
Venue
Revista Romaneasca pentru Educatie Multidimensionala
Publisher
Asociatia LUMEN
Published
2023-04-10
Volume
15
Issue
2
Pages
388-407
ISSN
  • 2066-7329 (ISSN-L)
  • 2067-9270
DOI
10.18662/rrem/15.2/740
OpenAlex
W4363678066
Cited by
6
References
39
Citations by year
2026: 1 · 2025: 4 · 2023: 1
FWCI
4.45
Type
journal article
Language
en
Open access
Licence
Locations
Revista Romaneasca pentru Educatie Multidimensionala (publishedVersion, cc-by-nc-nd)
Topics
  • Social Sciences › Education › Education and Critical Thinking Development
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
  • Social Sciences › Education › Evaluation of Teaching Practices
Keywords
critical thinking skills, student perceptions, higher education, learning strategies, fake news, COVID-19 pandemic

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