critical thinking in urdu pdf

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What is Critical Thinking? (Urdu)

What are antibiotics and how do they work (urdu), an introduction to the discipline of philosophy (urdu).

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Critical Thinking encompasses six vital skills: problem solving, analysis, creative thinking, interpretation, evaluation, and reasoning.

These skills are increasingly in demand as the world transitions to an “ideas economy.” According to Forbes, although 70% of university graduates believe they have the critical thinking skills to succeed in the workplace, only one-third of employers agree. New approaches in education and recruitment are needed to address this “gap.”

A joint Urdu dubbing project of  Mashal Books  and the  Eqbal Ahmad Centre for Public Education  with generous support from Nasser Ahmad / The i-Care Foundation .

Special thanks to  MACAT .

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Critical thinking and the Chronological Quran in the life of Prophet Muhammad

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Culture and Critical Thinking in Classroom: Narratives from University Students in Pakistan

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Journal of Nursing Education and Practice, 2013

Journal of Educational Studies and Multidisciplinary Approaches (JESMA), 2022

Critical thinking is a key feature of the organizational cultures of higher education institutions, given its multiple impacts on graduates’ academic, professional and personal levels. Thus, most of these higher education institutions in the Arab Gulf region state in their strategic plans, implicitly and explicitly, objectives related to enhancing students’ critical thinking skills. Despite the apparent prevalence of such objectives, the concept of critical thinking (CT) is hardly taught in higher education institutions in the Arab Gulf region for different reasons. One of these reasons is that the perception of the concept is still in its infancy in the region, even among professors. This study aims to investigate how the perceptions and knowledge of critical thinking of English as a Second Language professors in the General Foundation Program at the College, a higher education institution in Muscat, foster critical thinking teaching. This is a qualitative and exploratory study with 10 professors and the data were collected through semi-structured interviews. The thematic analysis identified 4 themes: 1. First encounter with CT; 2. Connotations and denotations of CT; 3. Attainability of CT; 4. Scarce teaching of CT. The participants revealed their belief in the attainability of critical thinking. However, they expressed difficulties in implementing critical thinking teaching in their classrooms. The General Foundation Program’s professors referred openly to the disparity between their espoused beliefs and enacted practices.

International Journal of Management, 2020

Educational experts unanimously agree that critical thinking must be the part of learning process. Critical thinking became a serious challenge in all disciplines in higher education institutes. Studies show that critical assessment of knowledge received by learners can make learners more critical thinkers, professionals, reflective thinkers, and active participants. A mixed method study design was adopted to achieve mentioned objectives in this research The researcher randomly selected 100 university teachers related to twenty universities (ten public and ten private sectors) in the province Punjab. The researcher analysed the gathered data through percentage, mean, standard deviation. It was concluded that developing the CT skills was not the priority of teachers. They did not inquire concept based questions from learners regularly, arrange tasks for utilizing material in new circumstances, did not arrange presentations for concept clarity in better way, unable to conduct activities for application of theories in new circumstances. They also did not give more value to CR-based activities in the classrooms, did not use interactive techniques during lectures in classrooms. According to them, class size is not suitable for the promotion of free-thinking skills and frequent questions are not asked from pupils in which they may judge their evidence based logical ability in the classrooms due to overcrowded class schedule. On the other hand, most of the English language teachers confessed that they give more value to content-based tasks in the classrooms, may ask students for connecting knowledge from various areas to create original work, choose activities that stimulate active learning in the classrooms, challenge the pupils for defending their point of view logically in the classrooms, assign the tasks of deductive and inductive reasoning, use the role playing techniques in the classrooms based upon higher mean value of the item. They confessed that completion of content is very important than scholars' learning for an English language teacher, traditional time restrictions of English language teachers refrain them from adjusting CT skills, academic learning atmosphere facilitates English language teachers for nurturing Teachers' Conceptions about Critical Thinking Development Practices in Pakistan http://www.iaeme.com/IJM/index.asp 1582 [email protected] scholars' CT skills and they are well-aware about latest methods and approaches to teach CT skills in classrooms.

Journal of NELTA, Vol-25 (1), 2020

Promoting critical thinking among students has been a topic for extensive study for a long time. However, this is quite a new area of exploration and investigation in the Bangladeshi EFL context. This paper explores whether classroom activities on culture can work as effective incentives in promoting critical thinking in Bangladeshi tertiary level English language classes. Cultural topics were designed for the tertiary level English class and used accordingly for critical thinking in a class of 36 students in a private university of Dhaka, Bangladesh. Classwork and home assignments on different cultural topics were evaluated against a rubric of critical thinking, and at the end of the semester, an open-ended discussion-based interview was conducted. The gradual development of critical thinking among students was observed from the data gathered from both classes and interviews. Finally, the author presents implications for the EFL instructors, course designers, and book writers regarding the modifi cations required in the topics and teaching style to promote the development of critical thinking among the Bangladeshi tertiary level EFL students. Keywords: Critical thinking, Culture, Bangladeshi EFL students, tertiary level.

FITRAH:Jurnal Kajian Ilmu-ilmu Keislaman

The purpose of this study is to find out how to apply critical thinking in 21st century learning in Islamic Education at SMPN 5 Gunung Talang, Solok. This research is a field research with qualitative descriptive methods. Based on research on the application of critical thinking in 21st Century learning in Islamic Education. The application of critical thinking is seen from the ability of students when thinking critically, students are more active and eager to ask questions, discuss in solving a problem or finding solutions to those problems

Among the challenges faced by educators in promoting critical thinking is that of cultural compatibility. Using Singapore as an illustrative case study, this article explores the cultural challenges and recommended strategies for the teaching of critical thinking in schools. The research for this study is based on a theoretical framework that focuses on on two dominant practices of critical thinking: confrontational and individualistic on the one hand, and collegial and communal on the other. Research data shows that the main cultural challenges are the dominant social expectation of teachers as knowledge transmitters and a perception that critical thinking is adversarial. The recommended strategies are the utilisation of cooperative learning strategies and the provision of a safe learning environment. There are two major implications arising from this research study. The first is a need for policymakers and educators to be cognisant of cultural constraints in the teaching of critical thinking. The second implication is the significance of teacher efficacy efficacy to engender student engagement and successful learning within socio-cultural constraints. The Singapore experience adds to the existing literature by highlighting the existence and significance of communitarian practices of critical thinking in an Asian context.

Article history: Received 3 March 2016 Accepted 2 May 2016 published 26 May 2016

Success in adult life and effective functioning in education depends among other things on critical thinking. The present study consisted of two parts. First, critical thinking (CT) skill of a group of 68 students majoring in education in Islamic Azad University, Kermanshah Branch was evaluated. The participants, divided into two experimental and control groups, received California Critical Thinking Skills Test (CCTST) which is a 34 item Multiple-Choice test. The students in the control group were freshmen and the experimental group, junior students. To the researchers’ dismay, junior education students did not perform significantly better than did the freshman students. Using a qualitative method of research, another study was conducted to see whether the university instructors in the education department who had the responsibility of teaching different courses to the same students were aware of the principles of CT. A semi-structured interview was conducted and eight volunteering faculty members in the department of education took part in the interview. Result revealed that, although these instructors highly valued CT and were aware of its tenets, there were some constraints which did provide a situation to let the students practice CT in their classrooms, and much had to be done to help instructors implement CT in their classrooms.

Creative Education, 2018

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International Journal of Linguistics, Literature and Translation

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Universal Journal of Educational Research, 2020

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• DOI: 10.52053/jpap.v3i3.123
• Corpus ID: 254900685

Urdu Translation and Adaptation of Cornell Critical Thinking Test-Level Z in Pakistan

• A. Liaquat , N. Abbasi , Siara Ferdous
• Published in Journal of Professional &amp… 30 September 2022
• Education, Linguistics
• Journal of Professional & Applied Psychology

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45 References

Detection of differential item functioning in the cornell critical thinking test between turkish and united states students, the assessment of critical thinking critically assessed in higher education: a validation study of the cctt and the hcta, developing critical thinking through questioning strategy among fourth grade students., back-translation for cross-cultural research, exploring the relationship between critical thinking skills and academic achievement, studying the relationship between critical thinking skills and students' educational achievement (eghlid universities as case study), the factorial validity of the cornell critical thinking test for a junior high school sample, critical thinking: a statement of expert consensus for purposes of educational assessment and instruction (the delphi report), the effect of teaching critical thinking on educational achievement and test anxiety among junior high school students in saveh, construct validity and psychometric properties of the cornell critical thinking test (level z): a contrasted groups analysis, related papers.

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