Critical Thinking Skills through Online Learning in Problem-solving Classroom
Keywords:
Critical Thinking Skills, Online Learning, GeoGebra’s Program, Problem-solving classroomAbstract
This qualitative research aimed to develop critical thinking skills in 16 electrical engineering students through online learning using GeoGebra in a problem-based learning classroom. Data collection instruments included learning management plans, field notes, interview protocols, learning reflection forms and critical thinking skills assessment. Data analysis focused on content analysis and analytical descriptions. The research findings indicated that the majority of learners demonstrated learning objectives at the comprehension and analysis levels during the problem presentation phase. However, these levels were not observed in the application phase. In the self-directed problem-solving phase, learners employed diverse methods utilizing their foundational knowledge and GeoGebra. The reasoning discussion phase emphasized the use of probing questions, and the concept summarization and connection phase utilized GeoGebra. The overall assessment of critical thinking skills was at a good level. Future studies should focus on designing activities that challenge real-world application, exploring interaction factors influencing the development of critical thinking skills at all levels, and expanding the scope of the study to other content areas, disciplines, and academic years. This would contribute to establishing effective online teaching guidelines using GeoGebra for the comprehensive development of advanced thinking skills.
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