巴勒斯坦大学的批判性思维、评估和教育政策

IF 3.8 Q1 EDUCATION & EDUCATIONAL RESEARCH
Oqab Jabali, Bilal Hamamra, Ahmad Ayyoub
{"title":"巴勒斯坦大学的批判性思维、评估和教育政策","authors":"Oqab Jabali, Bilal Hamamra, Ahmad Ayyoub","doi":"10.1007/s40979-024-00160-9","DOIUrl":null,"url":null,"abstract":"This study examines the relationship between critical thinking and grades at the tertiary level, focusing on their social, political, and ethical implications. Employing a mixed-methods approach, this study combines survey data collection with in-depth interviews to generate comprehensive insights into the complex relationship between critical thinking and grades. The survey targets 173 faculty members, while the interviews focus on seven selected academic staff members from Palestinian universities, enabling a comprehensive understanding of the research objectives. Results showed that grades often hinder critical thinking skills and creativity, leading to rote memorization and limited creativity. The study also highlights the political implications of grades, as standardized testing influences education policies and curriculum decisions. Faculty members expressed criticism of the prioritization of grades, citing conventional evaluation methods, temporal limitations, and resource constraints. As critical thinking is crucial for comprehensive student development, contributing to problem-solving, decision-making, creativity, innovation, effective communication, and active citizenship, the study proposes diverse approaches to strike a balance between valuing grades and nurturing critical thinking abilities. By fostering critical thinking abilities, Palestinian students can enhance their preparedness for academic pursuits, personal growth, and societal contributions.","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":null,"pages":null},"PeriodicalIF":3.8000,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Critical thinking, assessment, and educational policy in Palestinian universities\",\"authors\":\"Oqab Jabali, Bilal Hamamra, Ahmad Ayyoub\",\"doi\":\"10.1007/s40979-024-00160-9\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study examines the relationship between critical thinking and grades at the tertiary level, focusing on their social, political, and ethical implications. Employing a mixed-methods approach, this study combines survey data collection with in-depth interviews to generate comprehensive insights into the complex relationship between critical thinking and grades. The survey targets 173 faculty members, while the interviews focus on seven selected academic staff members from Palestinian universities, enabling a comprehensive understanding of the research objectives. Results showed that grades often hinder critical thinking skills and creativity, leading to rote memorization and limited creativity. The study also highlights the political implications of grades, as standardized testing influences education policies and curriculum decisions. Faculty members expressed criticism of the prioritization of grades, citing conventional evaluation methods, temporal limitations, and resource constraints. As critical thinking is crucial for comprehensive student development, contributing to problem-solving, decision-making, creativity, innovation, effective communication, and active citizenship, the study proposes diverse approaches to strike a balance between valuing grades and nurturing critical thinking abilities. By fostering critical thinking abilities, Palestinian students can enhance their preparedness for academic pursuits, personal growth, and societal contributions.\",\"PeriodicalId\":44838,\"journal\":{\"name\":\"International Journal for Educational Integrity\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.8000,\"publicationDate\":\"2024-08-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal for Educational Integrity\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/s40979-024-00160-9\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal for Educational Integrity","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s40979-024-00160-9","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

本研究探讨了批判性思维与高等教育成绩之间的关系,重点关注其社会、政治和伦理影响。本研究采用混合方法,将调查数据收集与深入访谈相结合,以全面了解批判性思维与成绩之间的复杂关系。调查对象为 173 名教职员工,而访谈的重点则是巴勒斯坦各大学选定的七名教职员工,从而全面了解研究目标。结果表明,成绩往往会阻碍批判性思维能力和创造力,导致死记硬背和创造力受限。研究还强调了成绩的政治影响,因为标准化考试影响着教育政策和课程决策。教职员工以传统评价方法、时间限制和资源制约为由,对分数优先表示了批评。由于批判性思维对学生的全面发展至关重要,有助于解决问题、决策、创造力、创新、有效沟通和积极的公民意识,因此本研究提出了多种方法,以在重视成绩和培养批判性思维能力之间取得平衡。通过培养批判性思维能力,巴勒斯坦学生可以为学术追求、个人成长和社会贡献做好更充分的准备。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Critical thinking, assessment, and educational policy in Palestinian universities

Critical thinking, assessment, and educational policy in Palestinian universities
This study examines the relationship between critical thinking and grades at the tertiary level, focusing on their social, political, and ethical implications. Employing a mixed-methods approach, this study combines survey data collection with in-depth interviews to generate comprehensive insights into the complex relationship between critical thinking and grades. The survey targets 173 faculty members, while the interviews focus on seven selected academic staff members from Palestinian universities, enabling a comprehensive understanding of the research objectives. Results showed that grades often hinder critical thinking skills and creativity, leading to rote memorization and limited creativity. The study also highlights the political implications of grades, as standardized testing influences education policies and curriculum decisions. Faculty members expressed criticism of the prioritization of grades, citing conventional evaluation methods, temporal limitations, and resource constraints. As critical thinking is crucial for comprehensive student development, contributing to problem-solving, decision-making, creativity, innovation, effective communication, and active citizenship, the study proposes diverse approaches to strike a balance between valuing grades and nurturing critical thinking abilities. By fostering critical thinking abilities, Palestinian students can enhance their preparedness for academic pursuits, personal growth, and societal contributions.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
International Journal for Educational Integrity
International Journal for Educational Integrity EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
26.10%
发文量
25
审稿时长
22 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信