Instructors' beliefs on critical thinking and their classroom practices: a case study / Nurul Ain Hasni

The ability to think critically is an essential life skill which needs to be developed in order to compete in a global environment. Current literature reveals that explicit critical instruction, and practice of critical thinking (CT) strategies helps to improve learner’s performances. Hence, it is v...

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Main Author:	Hasni, Nurul Ain
Format:	Thesis
Language:	English
Published:	2014
Subjects:	Creative ability Imagination Creative thinking Concept learning Constructivism (Education) Malaysia Classroom management
Online Access:	https://ir.uitm.edu.my/id/eprint/15418/1/TM_NURUL%20AIN%20HASNI%20ED%2014_5.pdf
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id	my-uitm-ir.15418
record_format	uketd_dc
spelling	my-uitm-ir.154182022-03-14T05:48:11Z Instructors' beliefs on critical thinking and their classroom practices: a case study / Nurul Ain Hasni 2014 Hasni, Nurul Ain Creative ability. Imagination. Creative thinking. Concept learning. Constructivism (Education) Malaysia Classroom management The ability to think critically is an essential life skill which needs to be developed in order to compete in a global environment. Current literature reveals that explicit critical instruction, and practice of critical thinking (CT) strategies helps to improve learner’s performances. Hence, it is vital for instructors to have strong beliefs in critical thinking as it influences their classroom practice. The present study seeks to fill the gap between instructors’ beliefs as well as practices which serves to be important in improving the educational process. The aim o f this study was to investigate how instructors perceived CT as well as their classroom instruction in teaching the skills among tertiary level learners. Further, it also investigates whether the constructs (beliefs and practices) of the instructors matched with one another. The participants of this study involved instructors from Universiti Teknologi MARA (UiTM) located in Sri Iskandar Perak. Data were collected using exploratory qualitative approach and the findings were presented in a qualitative descriptive approach through interviews as well as observations. Findings revealed that both instructors had indicated their own beliefs which reflect general concept of CT that is acceptable and relevant to their field of scope. Also, both instructors’ CT instructions reflect higher-order thinking that mostly requires learners to use their thinking. It could be synthesized that what they believed about CT skills seem to match with what they practiced. Overall, instructor of graphic design (GD) had more explicit fostering of CT where learners appeared to be reaping and engaged with the skills more indepth compared to English writing class. This is due to the nature of the field (GD) which requires CT skills in the course subject. Based on the findings, this study also provides implications for pedagogy and practice as well as recommendation for improvement of practices and future research. 2014 Thesis https://ir.uitm.edu.my/id/eprint/15418/ https://ir.uitm.edu.my/id/eprint/15418/1/TM_NURUL%20AIN%20HASNI%20ED%2014_5.pdf text en public mphil masters Universiti Teknologi MARA Faculty of Education
institution	Universiti Teknologi MARA
collection	UiTM Institutional Repository
language	English
topic	Creative ability Imagination Creative thinking Concept learning Constructivism (Education) Malaysia Classroom management
spellingShingle	Creative ability Imagination Creative thinking Concept learning Constructivism (Education) Malaysia Classroom management Hasni, Nurul Ain Instructors' beliefs on critical thinking and their classroom practices: a case study / Nurul Ain Hasni
description	The ability to think critically is an essential life skill which needs to be developed in order to compete in a global environment. Current literature reveals that explicit critical instruction, and practice of critical thinking (CT) strategies helps to improve learner’s performances. Hence, it is vital for instructors to have strong beliefs in critical thinking as it influences their classroom practice. The present study seeks to fill the gap between instructors’ beliefs as well as practices which serves to be important in improving the educational process. The aim o f this study was to investigate how instructors perceived CT as well as their classroom instruction in teaching the skills among tertiary level learners. Further, it also investigates whether the constructs (beliefs and practices) of the instructors matched with one another. The participants of this study involved instructors from Universiti Teknologi MARA (UiTM) located in Sri Iskandar Perak. Data were collected using exploratory qualitative approach and the findings were presented in a qualitative descriptive approach through interviews as well as observations. Findings revealed that both instructors had indicated their own beliefs which reflect general concept of CT that is acceptable and relevant to their field of scope. Also, both instructors’ CT instructions reflect higher-order thinking that mostly requires learners to use their thinking. It could be synthesized that what they believed about CT skills seem to match with what they practiced. Overall, instructor of graphic design (GD) had more explicit fostering of CT where learners appeared to be reaping and engaged with the skills more indepth compared to English writing class. This is due to the nature of the field (GD) which requires CT skills in the course subject. Based on the findings, this study also provides implications for pedagogy and practice as well as recommendation for improvement of practices and future research.
format	Thesis
qualification_name	Master of Philosophy (M.Phil.)
qualification_level	Master's degree
author	Hasni, Nurul Ain
author_facet	Hasni, Nurul Ain
author_sort	Hasni, Nurul Ain
title	Instructors' beliefs on critical thinking and their classroom practices: a case study / Nurul Ain Hasni
title_short	Instructors' beliefs on critical thinking and their classroom practices: a case study / Nurul Ain Hasni
title_full	Instructors' beliefs on critical thinking and their classroom practices: a case study / Nurul Ain Hasni
title_fullStr	Instructors' beliefs on critical thinking and their classroom practices: a case study / Nurul Ain Hasni
title_full_unstemmed	Instructors' beliefs on critical thinking and their classroom practices: a case study / Nurul Ain Hasni
title_sort	instructors' beliefs on critical thinking and their classroom practices: a case study / nurul ain hasni
granting_institution	Universiti Teknologi MARA
granting_department	Faculty of Education
publishDate	2014
url	https://ir.uitm.edu.my/id/eprint/15418/1/TM_NURUL%20AIN%20HASNI%20ED%2014_5.pdf
_version_	1783733391922823168

Instructors' beliefs on critical thinking and their classroom practices: a case study / Nurul Ain Hasni

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