Abrami, P. C. & et al. (2008). Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of Educational Research, 78 (4), 1102–1134. https://doi.org/10.3102/0034654308326084
Adeyemi, S. B. (2012). Developing critical thinking skills in student: A mandate for Higher Education.
European Journal of Educational Research, 1(2), 155-161.
https://doi.org/10.12973/eu-jer.1.2.155
Akpur, U. (2020). Critical, Reflective, Creative Thinking and Their Reflections on Academic Achievement. Thinking Skills and Creativity, 37(1), 100683. https://doi.org/10.1016/j.tsc.2020.100683
Altun, M. (2023). A Review of Listening Skills in Language Learning. International Journal of Social Sciences and Educational Studies, 10(1), 106-110. https://doi.org/10.23918/ijsses.v10i1p56
Bailin, S. (1999). The problem with Percy: Understanding and critical thinking. Informal Logic, 19(2&3), 161-170. https://doi.org/10.22329/il.v19i2.2325
Barzilai, S., & Zohar, A. (2012). Epistemic thinking in action: evaluating and integrating online sources. Cognition and Instruction, 30, 39-85. https://doi.org/10.1080/07370008.2011.636495
Browne, M., & Keeley, S. (2013). Asking the right questions: A guide to critical thinking, Boston, Pearson Learning Solutions.
Carracedo, A & Saiz, C. (2011). Skills and dispositions of critical thinking: Are they sufficient? Anales de Psicologia. 27(1), 202-209.
Chan, R.Y.-Y., Huang, J., Hui, D., Li, S., & Yu, P. (2013). Gender differences in collaborative learning over online social networks: Epistemological beliefs and behaviors. Knowledge Management & E-Learning: An International Journal, 5(3), 234–250. https://doi.org/10.34105/j.kmel.2013.05.017
Changwong, K., Sukkamart, A., & Sisan, B. (2018). Critical thinking skill development: Analysis of a new learning management model for Thai high schools. Journal of International Studies, 11(2), 37-48. https://doi.org/10.14254/2071-8330.2018/11-2/3
Cruz-Sandoval, M., Vázquez-Parra, J., Amézquita-Zamora, J. (2024). Student perception of the level of development of complex thinking. An approach in university women in Mexico.
Journal of Latinos and Education, 23(2), 1–13.
https://doi.org/10.1080/15348431.2023.2180370
Dyer, K. D., & Hall, R. E. (2019). Effect of critical thinking education on epistemically unwarranted beliefs in college students. Research in Higher Education, 60(3), 293-314. https://doi.org/10.1007/s11162-018-9513-3
El Soufi, N., and See, B. H. (2019). Does explicit teaching of critical thinking improve critical thinking skills of English language learners in higher education? A critical review of causal evidence. Studies in Educational Evaluation. 60, 140–162. https://doi.org/10.1016/j.stueduc.2018.12.006
Ennis, R. (2018). Critical thinking across the curriculum: A vision. Topoi, 37(1), 165–184. https://doi.org/10.1007/s11245-016-9401-4
Feinkohl, I., Flemming, D., Cress, U., Kimmerle, J. (2016). The impact of epistemological beliefs and cognitive ability on recall and critical evaluation of scientific information. Cognitive Processing, 17, 213–22. https://doi.org/10.1007/s10339-015-0748-z
Ferguson, L. E., & Lunn Brownlee, J. (2018). An Investigation of Preservice Teachers’ Beliefs about the Certainty of Teaching Knowledge. Australian Journal of Teacher Education, 43(1). https://doi.org/10.14221/ajte.2018v43n1.6
Fischer, F., Kollar, I., Ufer, S., Sodia, B., Hussmann, H., Pekrun, R., et al. (2014). Scientific reasoning and argumentation: advancing an interdisciplinary research agenda in education. Frontline Learning Research. 2, 28–45. https://doi.org/10.14786/flr.v2i2.96
Fischer, F. & et al. (2014). Scientific Reasoning and Argumentation: Advancing an Interdisciplinary Research Agenda in Education. Frontline Learning Research, 4, 28–45. https://doi.org/10.14786/flr.v2i3.96
Getahun, D. D., Saroyan, A., & Aulls, M. W. (2016). Examining undergraduate students’ conceptions of inquiry in terms of epistemic belief differences. Canadian Journal of Higher Education, 46(2), 181-205. https://doi.org/10.47678/cjhe.v46i2.185500
Greene, J. A., Cartiff, B. M., & Duke, R. F. (2018). A meta-analytic review of the relationship between epistemic cognition and academic achievement. Journal of Educational Psychology, 110(8), 1084–1111. https://doi.org/10.1037/edu0000263
Greene, J.A. & Yu, S.B. (2016). Educating Critical Thinkers: The Role of Epistemic Cognition. Policy Insights Behav. Brain Sciences, 3 (1), 45–53. https://doi.org/10.1177/2372732215622
Guilfoyle, L., McCormack, O., & Erduran, S. (2020). The "tipping point" for educational research: the role of pre-service science teachers’ epistemic beliefs in evaluating the professional utility of educational research. Teaching and Teacher Education. 90,103033. https://doi.org/10.1016/j.tate.2020.103033
Guo, J., Hu, X., Marsh, H. W., & Pekrun, R. (2021). Relations of epistemic beliefs with motivation, achievement, and aspirations in science: Generalizability across 72 societies.
Journal of Educational Psychology, 114(4), 734–751.
https://doi.org/10.1037/edu0000660
Güzel Yüce S., Doğanay, A. (2021). Developing A Thinking Culture in the Classroom: A Participatory Action Research. Psycho-Educational Research Reviews, 10(3), 153-172. https://doi.org/10.52963/PERR_Biruni_V10.N3.10
Halpern, D.F., Dunn, D.S. (2022). Thought and Knowledge: An Introduction to Critical Thinking; Routledge: New York, NY, USA. https://doi.org/10.4324/9781003025412
Harvey, A., & Kamvounias, P. (2008). Bridging the implementation gap: a teacher-as-learner approach to teaching and learning policy. Higher Education Research and Development, 27(1), 31–41. https://doi.org/10.1080/07294360701658716
Hofer, B. K., & Bendixen, L. D. (2012). Personal epistemology: Theory, research, and future directions. In APA educational psychology handbook, Theories, constructs, and critical issues, Vol. 1, ed. K. R. Harris, & et al., (pp. 227–256). American Psychological Association.
Hyytinen, H., & et al. (2014). The complex relationship between students’ critical thinking and epistemological beliefs in the context of problem solving. Frontline Learning Research, 2(4), 1-24. https://doi.org/10.14786/flr.v2i4.124
King, P. M., & Kitchener, K.S. (2004). Reflective Judgment: Theory and Research on the Development of Epistemic Assumptions Trough Adulthood. Educational Psychologist, 39(1), 5-18. https://doi.org/10.1207/s15326985ep3901_2
Komatsu, H., Rappleye, J., Silova, I. (2021). Student-centered learning and sustainability: Solution or problem? Comparative Education Review, 65(1),6–33. https://doi.org/10.1086/711829
Kuhn, D. (2018). A role for reasoning in a dialogic approach to critical thinking. Topoi, 37, 121–128. https://doi.org/10.1007/s11245-016-9373-4
Kuhn, D., & Dean, D. (2004). Metacognition: A bridge between cognitive psychology and educational practice. Theory Into Practice, 43(4), 268-273.
Lahtinen, A-M, & Pehkonen, L. (2013). ‘Seeing things in a new light’: conditions for changes in the epistemological beliefs of university students. Journal of Further and Higher Education, 37(3), 397-415. https://doi.org/10.1080/0309877X.2011.645458
Lai E. R. (2011). Critical thinking: A literature review. Pearson’s Research Reports. 6, 40–41. https://doi.org/10.25148/lawrev.11.2.3.
Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it. Educational Technology Research and Development, 64(4), 707–734. https://doi.org/10.1007/s11423-015-9422-5
Leest, B., & Wolbers, M.H.J. (2021). Critical thinking, creativity and study results as predictors of selection for and successful completion of excellence programmers in Dutch higher education institutions. European Journal of Higher Education, 11(1), 29-43. https://doi.org/10.1080/21568235.2020.1850310
Lin, Y.-C., Liang, J.-C., & Tsai, C.-C. (2012). The relationships between epistemic beliefs in biology and approaches to learning biology among biology-major university students in Taiwan.
Journal of Science Education and Technology, 21(6), 796–807.
https://doi.org/10.1007/s10956-012-9367-y
Mihail, R. (2022). The Relevance of Critical Thinking from the Perspective of Professional Training. Postmodern Openings, 13(2), 499-513. https://doi.org/10.18662/po/13.2/468
Moore, T. (2013). Critical thinking: seven definitions in search of a concept. Studies in Higher Education. 38(4), 506–522. https://doi.org/10.1080/03075079.2011.586995
Muhlisin, A., Susilo, H., Amin, M., & Rohman F. (2018). The effectiveness of RMS learning model in improving metacognitive skills on science basic concepts.
Journal of Turkish Science Education, 15(4), 1-14.
https://doi.org/10.12973/tused.10242a
Muis, K. R., Pekrun, R., Sinatra, G. M., Azevedo, R., Trevors, G., Meier, E., et al. (2015). The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning. Learning and Instruction. 39, 168 - 183. https://doi.org/10.1016/j.learninstruc.2015.06.003.
Muis, K.R., Duffy, M.C. (2013). Epistemic climate and epistemic change: Instruction designed to change students’ beliefs and learning strategies and improve achievement. Journal of Educational Psychology, 105, 213–225. https://doi.org/10.1037/a0029690
Muis, R. R., Chevrier, M., and Singh, C. (2018). The role of epistemic emotions in personal epistemology and self-regulated learning. Educational Psychology. 53, 165–184. https://doi.org/10.1080/00461520.2017.1421465
Orhan, A. (2022). Do epistemological beliefs predict critical thinking dispositions? A cross-sectional study with Turkish high school students. Psycho-Educational Research Reviews, 11(2), 158-171. https://doi.org/10.52963/PERR_Biruni_V11.N2.10
Partanen, L. (2020). How student-centred teaching in quantum chemistry affects students’ experiences of learning and motivation—a self-determination theory perspective. Chemistry Education Research and Practice, 21(1), 79–94. https://doi.org/10.1039/C9RP00036D
Raj, T., Chauhan, P., Mehrotra, R., & Sharma, M. (2022). Importance of critical thinking in the education.
World Journal of English Language, 12(3), 126-133.
https://doi.org/ 10.5430/wjel.v12n3p126
Rappleye, J., & Komatsu, H. (2017). How to make lesson study work in America and worldwide: A Japanese perspective on the onto-cultural basis of (teacher) education. Research in Comparative and International Education, 12(4), 398–430. https://doi.org/10.1177/1745499917740656
Rappleye, J., & Komatsu, H. (2020). Towards (comparative) educational research for a finite future. Comparative Education, 56(2), 190–217. https://doi.org/10.1080/03050068.2020.1741197
Rivas, S.F., Saiz, C., Ossa, C. (2022). Metacognitive Strategies and Development of Critical Thinking in Higher Education. Frontiers in Psychology. 13, 913219. https://doi.org/10.3389/fpsyg.2022.913219
Saric, M.; Steh, B. (2017). Critical Reflection in the Professional Development of Teachers: Challenges and Possibilities. Center for Educational Policy Studies Journal, 7, 67–85. https://doi.org/10.26529/cepsj.288
Stanlick, Nancy A.; Strawser, Michael J. (2015). Asking Good Questions: Case Studies in Ethics and Critical Thinking. Indianapolis: Hackett Publishing. p. 6.
Tsui, L. (2002). Fostering Critical Thinking Through Effective Pedagogy: Evidence from Four Institutional Case Studies. The Journal of Higher Education, 73(6),740-763
Wang, S., & Zhang, D. (2019). Student-centered teaching, deep learning and self-reported ability improvement in higher education: Evidence from Mainland China. Innovations in Education and Teaching International, 56(5), 581–593. https://doi.org/10.1080/14703297.2018.1490662
Weinstock, M. P. (2006). Psychological Research and the Epistemological Approach to Argumentation. Informal Logic, 26(1),103-120. https://doi.org/10.22329/il.v26i1.435
Yilmaz, O. (2017). Learner centered classroom in science instruction: Providing feedback with technology integration. International Journal of Research in Education and Science, 3(2), 604-613. https://doi.org/10.21890/ijres.328091
Zainuddin, Z. (2015). Exploring the potential of blended learning and learning management system for higher education in Aceh.
Englisia: Journal of Language, Education, and Humanities, 2(2), 70-85.
https://doi.org/10.22373/ej.v2i2.287
Zagkotas, V., Fykaris, I. (2021). Approaching the ‘Death of Socrates’ through art education. A teaching proposal and the introduction of a new typology for teaching with similar artworks. Journal of Classics Teaching, 23(45), 60 –72. https://doi.org/10.1017/S2058631021000556
ارسال نظر در مورد این مقاله