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dc.contributor.authorГабрусєва, Наталія-
dc.contributor.authorHabrusieva, Nataliia-
dc.contributor.authorШостаківська, Надія-
dc.contributor.authorShostakivska, Nadia-
dc.date.accessioned2025-04-04T08:54:55Z-
dc.date.available2025-04-04T08:54:55Z-
dc.date.issued2024-
dc.date.submitted2024-02-
dc.identifier.citationГабрусєва Н., Шостаківська Н. Дослідження уявлень здобувачів вищої освіти про феномен критичного мислення / Наталія Габрусєва, Надія Шостаківська // Фізико-математична освіта. Т. 39. № 2 : Суми, 2024. С. 14-19uk_UA
dc.identifier.urihttp://elartu.tntu.edu.ua/handle/lib/48339-
dc.description.abstractУ статті висвітлено результати аналізу відповідності уявлень про критичне мислення студентів Тернопільського національного технічного університету імені Івана Пулюя (Україна) теоретичним напрацюванням, зокрема класифікації навичок критичного мислення, виокремленими Американською філософською асоціацією (інтерпретація, аналіз, оцінка, висновок, пояснення та саморегуляція) та визначеним українським науковцем В. Надураком складовим критичного мислення (нормативна, дескриптивна та прескриптивна).uk_UA
dc.description.abstractThe article presents the results of the correspondence ideas analysis about the critical thinking phenomenon among the students of Ternopil Ivan Puluj National Technical University (Ukraine) we interviewed with theoretical developments, in particular, the classification of critical thinking skills identified by the American Philosophical Association (interpretation, analysis, evaluation, conclusion, explanation, and self-regulation) and the components of critical thinking identified by Ukrainian scientist V. Nadurak (normative, discretionary and prescriptive components).uk_UA
dc.format.extent14-19-
dc.language.isoukuk_UA
dc.publisherСумський державний педагогічний університет імені А.С. Макаренкаuk_UA
dc.relation.ispartofseriesТ. 39 № 2-
dc.subjectкритичне мисленняuk_UA
dc.subjectнавички критичного мисленняuk_UA
dc.subjectскладові критичного мисленняuk_UA
dc.subjectанкетуванняuk_UA
dc.subjectмоніторингuk_UA
dc.subjectздобувачі вищої освітиuk_UA
dc.subjectcritical thinkinguk_UA
dc.subjectcritical thinking skillsuk_UA
dc.subjectcritical thinking componentsuk_UA
dc.subjectquestionnaireuk_UA
dc.subjectmonitoringuk_UA
dc.subjecthigher education students.uk_UA
dc.subject.ddc10.31110/fmo2024.v39i2-02uk_UA
dc.titleДослідження уявлень здобувачів вищої освіти про феномен критичного мисленняuk_UA
dc.title.alternativeStudy of higher education students’ perceptions on critical thinking phenomenonuk_UA
dc.typeArticleuk_UA
dc.rights.holder© N. Habrusieva, N. Shostakivska, 2024uk_UA
dc.coverage.placenameСумиuk_UA
dc.subject.udc37.04:165uk_UA
dc.relation.references1. Міністерство освіти і науки України. (2021-2024). Затверджені Стандарти вищої освіти. URL: https://mon.gov.ua/ua/osvita/visha- osvita/naukovo-metodichna-rada-ministerstva-osviti-i-nauki-ukrayini/zatverdzheni-standarti-vishoyi-osviti.uk_UA
dc.relation.references2. Надурак, В. (2022). Критичне мислення: поняття та практика. Philosophy of Education, 28 (2), 129-147. https://doi.org/10.31874/2309- 1606-2022-28-2-7.uk_UA
dc.relation.references3. Тягло, О. (2017). Досвід засвоєння критичного мислення в українській вищій школі. Філософія освіти, 2 (21), 240-257.uk_UA
dc.relation.references4. Ennis, R. H. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18(3), 4-10.uk_UA
dc.relation.references5. Black, M. (1946). Critical Thinking: An Introduction to Logic and Scientific Method. New York: Prentice-Hall.uk_UA
dc.relation.references6. Bloom, B. S., et al. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York, NY: David McKay Co Inc.uk_UA
dc.relation.references7. Altun, E., & Yildirim, N. (2023).What does critical thinking mean? Examination of pre-service teachers’ cognitive structures and definitions for critical thinking. Thinking Skills and Creativity, 49, 101367. https://doi.org/10.1016/j.tsc.2023.101367.uk_UA
dc.relation.references8. Butler, H.A. (2012), Halpern Critical Thinking Assessment Predicts Real-World Outcomes of Critical Thinking. Appl. Cognit. Psychol., 26, 721- 729. https://doi.org/10.1002/acp.2851.uk_UA
dc.relation.references9. Dewey, J. (2022). How we think? DigiCat.uk_UA
dc.relation.references10. Dong, M., Li, F., & Chang, H. (2023).Trends and hotspots in critical thinking research over the past two decades: Insights from a bibliometric analysis. Heliyon, 9(6), 16934. https://doi.org/10.1016/j.heliyon.2023.e16934.uk_UA
dc.relation.references11. Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43–52. https://doi.org/10.1016/j.tsc.2013.12.004.uk_UA
dc.relation.references12. Facione, P. A., & The California Academic Press (1998). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction URL: https://evolkov.net/critic.think/basics/delphi.report.html#gsc.tab=0/.uk_UA
dc.relation.references13. Halpern, D. F. (1998). Teaching critical thinking for transfer across domains: Disposition, skills, structure training, and metacognitive monitoring. American Psychologist, 53(4), 449–455.uk_UA
dc.relation.references14. Herrero-Diz, P., Conde-Jiménez, J., & Reyes de Cózar, S. (2020). Teens’ Motivations to Spread Fake News on WhatsApp. Social Media + Society, 6(3). https://doi.org/10.1177/2056305120942879.uk_UA
dc.relation.references15. Marin, L. M., & Halpern, D. F. (2011). Pedagogy for developing critical thinking in adolescents: Explicit instruction produces greatest gains. Thinking Skills and Creativity, 6(1), 1–13. https://doi.org/10.1016/j.tsc.2010.08.002.uk_UA
dc.relation.references16. Meshko, H.M., Meshko, O.І., & Habrusieva N.V. (2023). The Impact of the War in Ukraine on the Emotional well-being of Students in the Learning Process. Journal of Intellectual Disability - Diagnosis and Treatment, 11(1), 55-65. https://doi.org/10.6000/2292-2598.2023.11.01.7.uk_UA
dc.relation.references17. Paul, R., & Binker, A. J. A. (1990). Critical thinking: what every person needs to survive in a rapidly changing world. Rohnert Park, Calif., Center for Critical Thinking and Moral Critique, Sonoma State University.uk_UA
dc.relation.references18. Rapp, D, & Salovich, N. (2018). Can’t We Just Disregard Fake News? The Consequences of Exposure to Inaccurate Information. Policy Insights from the Behavioral and Brain Sciences, 5, 232-239. https://doi.org/10.1177/2372732218785193.uk_UA
dc.relation.references19. Stupple, E., Pitchford, M., Ball, L., Hunt, T., & Steel, R. (2017). Slower is not always better: Response-time evidence clarifies the limited role of miserly information processing in the Cognitive Reflection Test. PLoS One, 12(11), e0186404. https://doi.org/10.1371/journal.pone.0186404.uk_UA
dc.relation.referencesen1. Ministry of Education and Science of Ukraine. (2021-2024). Zatverdzheni Standarty vyshchoi osvity [Higher Education Standards]. URL: https://mon.gov.ua/ua/osvita/visha-osvita/naukovo-metodichna-rada-ministerstva-osviti-i-nauki-ukrayini/zatverdzheni-standarti-vishoyi- osviti. (in Ukrainian).uk_UA
dc.relation.referencesen2. Nadurak, V. (2022). Krytychne myslennia: poniattia ta praktyka [Critical thinking: concepts and practice]. Philosophy of Education, 28 (2), 129- 147. https://doi.org/10.31874/2309-1606-2022-28-2-7. (in Ukrainian).uk_UA
dc.relation.referencesen3. Tiahlo, O. (2017). Dosvid zasvoiennia krytychnoho myslennia v ukrainskii vyshchii shkoli [The experience of learning critical thinking in Ukrainian higher education]. Filosofiia osvity – Philosophy of Education, 2 (21), 240-257. (in Ukrainian)uk_UA
dc.relation.referencesen4. Ennis, R. H. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18(3), 4-10.uk_UA
dc.relation.referencesen5. Black, M. (1946). Critical Thinking: An Introduction to Logic and Scientific Method. New York: Prentice-Hall.uk_UA
dc.relation.referencesen6. Bloom, B. S., et al. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York, NY: David McKay Co Inc.uk_UA
dc.relation.referencesen7. Altun, E., & Yildirim, N. (2023).What does critical thinking mean? Examination of pre-service teachers’ cognitive structures and definitions for critical thinking. Thinking Skills and Creativity, 49, 101367. https://doi.org/10.1016/j.tsc.2023.101367.uk_UA
dc.relation.referencesen8. Butler, H.A. (2012), Halpern Critical Thinking Assessment Predicts Real-World Outcomes of Critical Thinking. Appl. Cognit. Psychol., 26, 721- 729. https://doi.org/10.1002/acp.2851.uk_UA
dc.relation.referencesen9. Dewey, J. (2022). How we think? DigiCat.uk_UA
dc.relation.referencesen10. Dong, M., Li, F., & Chang, H. (2023).Trends and hotspots in critical thinking research over the past two decades: Insights from a bibliometric analysis. Heliyon, 9(6), 16934. https://doi.org/10.1016/j.heliyon.2023.e16934.uk_UA
dc.relation.referencesen11. Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43–52. https://doi.org/10.1016/j.tsc.2013.12.004.uk_UA
dc.relation.referencesen12. Facione, P. A., & The California Academic Press (1998). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction URL: https://evolkov.net/critic.think/basics/delphi.report.html#gsc.tab=0/.uk_UA
dc.relation.referencesen13. Halpern, D. F. (1998). Teaching critical thinking for transfer across domains: Disposition, skills, structure training, and metacognitive monitoring. American Psychologist, 53(4), 449–455.uk_UA
dc.relation.referencesen14. Herrero-Diz, P., Conde-Jiménez, J., & Reyes de Cózar, S. (2020). Teens’ Motivations to Spread Fake News on WhatsApp. Social Media + Society, 6(3). https://doi.org/10.1177/2056305120942879.uk_UA
dc.relation.referencesen15. Marin, L. M., & Halpern, D. F. (2011). Pedagogy for developing critical thinking in adolescents: Explicit instruction produces greatest gains. Thinking Skills and Creativity, 6(1), 1–13. https://doi.org/10.1016/j.tsc.2010.08.002.uk_UA
dc.relation.referencesen16. Meshko, H.M., Meshko, O.І., & Habrusieva N.V. (2023). The Impact of the War in Ukraine on the Emotional well-being of Students in the Learning Process. Journal of Intellectual Disability - Diagnosis and Treatment, 11(1), 55-65. https://doi.org/10.6000/2292-2598.2023.11.01.7.uk_UA
dc.relation.referencesen17. Paul, R., & Binker, A. J. A. (1990). Critical thinking: what every person needs to survive in a rapidly changing world. Rohnert Park, Calif., Center for Critical Thinking and Moral Critique, Sonoma State University.uk_UA
dc.relation.referencesen18. Rapp, D, & Salovich, N. (2018). Can’t We Just Disregard Fake News? The Consequences of Exposure to Inaccurate Information. Policy Insights from the Behavioral and Brain Sciences, 5, 232-239. https://doi.org/10.1177/2372732218785193.uk_UA
dc.relation.referencesen19. Stupple, E., Pitchford, M., Ball, L., Hunt, T., & Steel, R. (2017). Slower is not always better: Response-time evidence clarifies the limited role of miserly information processing in the Cognitive Reflection Test. PLoS One, 12(11), e0186404. https://doi.org/10.1371/journal.pone.0186404.uk_UA
dc.contributor.affiliationТернопільський національний технічний університет імені Івана Пулюя, Українаuk_UA
dc.contributor.affiliationTernopil Ivan Puluj National Technical University, Ukraine-
dc.coverage.countryUAuk_UA
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