Critical Thinking and Reflective Practices (EDU406) Assignment No.1 Fall 2020

 

1.      Read the article carefully “Evaluation of Critical Thinking and reflective thinking skills among Science Teacher Candidates”. Article is available in the download section with the name “Article _Assignment 1_EDU406 fall, 2020”. Do not copy and paste material. Write down the content in your own words by focusing on

a.       Introduction of the article                                           5 marks

b.      Summary                                                                    5 marks

c.       Conclusion                                                                   5 marks

 

 

Introduction of the article

 

In this context, the aim of this study was to determine the critical and reflective thinking skills of science teacher candidates. In this artic writer tell us about the different two thing one critical thinking and other reflective thinking.  Critical thinking is the ability to transfer knowledge learned from certain disciplines to other cognitive areas.     On the other hand, similar to constructivist thinking, reflective thinking allows individuals (or students) to feel responsible for their own learning, to determine their own objectives. This article book was written by Dr. Sibel  Demir On the topic of Evaluation of Critical Thinking and reflective thinking skills among Science Teacher Candidates”. And this was published by on turkey in the year of 2015.

Summary

The main object of this study to evaluate and determine the critical thinking and reflective thinking skills of

Science teacher candidates. Two forms of thinking that are particularly important in this context are critical thinking and reflective thinking. 

Critical thinking is the ability to transfer knowledge learned from certain disciplines to other cognitive areas (Bronson, 2008). It involves not only the acquisition of information, but also active learning, problem solving, joint decision making, and the utilization of information.

During the acquisition of critical thinking skills and processes, the minds and bodies of students must be active and open to learning through scientific research. Critical thinking encompasses questioning the reliability of information, and on accepting, rejecting, or questioning examples and knowledge from daily life. 

On the other hand, similar to constructivist thinking, reflective thinking allows individuals (or students) to feel responsible for their own learning, to determine their own objectives, and to take part in learning processes. Critical reflective thinking influences teachers’ ability to question and reflect on events and processes, and to gain various perspectives on events. Developing different perspectives has an undeniable importance in present-day education. Determining the critical and reflective thinking skills of science teacher candidates is fairly important for identifying the areas and abilities that need to be emphasized during their education. In this context, the aim of this study was to determine the critical and reflective thinking skills of science teacher candidates.

Conclusion

Critical reflective thinking influences teachers’ ability to question and reflect on events and processes, and to gain various perspectives on events. Developing different perspectives has an undeniable importance in present-day education. For this reason, the characteristics of teacher education are also very important. Education can be described as a process in which, in parallel to their integration into society, individuals also gain the ability to think critically. So this all article show that critical And reflective thinking is very important for the students without we can, not gain knowledge in every field of life. Because of this Evaluation of Critical Thinking and reflective thinking skills is very important among Science Teacher Candidates.

2. What is the difference between single loop and double loop learning in the theory given by Agyris and Schon?                                  

 SINGLE-LOOP VS. DOUBLE-LOOP LEARNING

According to the Agyris And Schone

Introduction

Learning can be defined in many aspects. Some consider that behavior change is required for learning .Some required new knowledge as an output from knowledge as an

Input defined mutual interaction of accommodation as the critical success factor to learning while Kolb (1984) describes experience transformation to lead to learning process.

Moreover, learning is defined as rising individual capability to take effective action., . A clear

Definition has shown to be indescribable over the years. However, most are of the same opinion that organizational learning is an important process of sustainable competitive advantage (Easter

1995). There are two main organizational learning levels in established literatures; single-loop learning and double-loop learning.

 Single loop learning

Single-loop learning is one of the problem-solving processes. Individuals usually examine the

Environment, compare data with the norm, and then initiate an appropriate action. Individuals look at what options they have and fix the problem. They respond to changes internally or externally by discovering and amending mistakes to maintain the features of the organizational norm. This is single-loop learning which occurs when errors or problems are detected and corrected; and organizations carry on with their policies and goals. The activities to correct errors and solve the problems add to the knowledge-base or firm-specific competences or routines without altering the fundamental nature of the organization’s activities,

Double loop learning

On the other hand, double-loop learning is the process of comparing the situation with the norm, questioning whether the norm is appropriate and justifying whether this is the best means of doing things.

The current organizational norms will be questioned to, may be, establish a new set of norms. The organization is involved in questioning and modification of an organization’s underlying norms, procedures, policies, and objectives. The process involves changing the knowledge-base or firm-specific competences or routines

(Argyris, 1977;1991). Double loop learning is shown to be more suitable for undertaking the existing turbulence and invariable change in the environment. (Senge, 1994; Slater & Narver, 1995; Garcia-Morales,

There are links for organizational learning to the organizational ability to change or adapt to

Chaotic environment. Organizational learning purpose is to produce new knowledge and innovation related

To continuous improvement. Moreover, double-loop learning has shown to be able to develop new

Organizational knowledge which is consequently integrated into learning organization model. Therefore,

There is a possibly positive relationship between organizational learning and performance .