Suchergebnisse

Critical thinking is a training program for teachers in order to improve teaching and the educational approach to students. The aim of this research is to address the implementation of this training program from the viewpoint of students and teachers. In this paper, we investigated the effects of the application of critical thinking in raising the quality of teaching in 9-year schools in Kosovo. But this paper initially treats from the theoretical aspect, which as a training program is based on the constructive and progressive approach. This philosophy of education sees the student as a subject engaged in the acquisition of knowledge and positive school experiences. While for a more complete illumination of the research, we received the opinions of 517 students from schools where the philosophy of critical thinking is applied and from schools that still work according to traditional educational practices. Here we compare the opinions of students about the quality of teaching of teachers who have been trained with critical thinking techniques and strategies and of other students whose teachers have not yet received the aforementioned professional training. Regarding the effects of the application of critical thinking in improving teaching, through questionnaires we also received the opinions of 234 teachers trained in critical thinking and teachers who have not yet been trained in the approach and teaching strategies according to critical thinking. The use of critical thinking techniques and strategies has raised the teaching quality and mobilizes students in the active acquisition of knowledge, creating a positivist spirit and a stimulating learning environment. Also, students engage with awareness and full will towards achieving their successes. Through this new philosophical approach, educators have also contributed to improving the quality of students' learning and raising their learning results. At the same time, playing the role of instructor in the classroom, they initiate learning debates on environmental and social topics. This approach prepares students for lifelong learning by creating work habits and creative skills found for work and being active in their social environments.

Received: 25 August 2022 / Accepted: 27 October 2022 / Published: 5 November 2022

It is a challenging but crucial pedagogical task to assess students' progress in lessons and other educational activities they develop at school. Teachers can effectively inspire their students to actively acquire teaching knowledge by engaging in these activities. In this study, we compare the philosophical approach of Critical Thinking to current school practices to see how it affects how students' learning outcomes are evaluated. To fight our assessment hypothesis that the conclusive thinking innovative system has also additionally fostered the data assessment part, we similarly took the appraisals of teachers and students from ordinary and contemporary schools. The SPSS program was used to process the survey data, which we then presented in various tables as percentages in the paper. Execution of this preparation program in schools of the Gjakova Area emphatically affects further developing practices for surveying understudies' information and further developing their learning results. When compared to students and teachers in traditional schools, the results of our study indicate that students and teachers in critical-thinking schools have more favorable opinions regarding various methods and strategies for assessing student knowledge.

Received: 10 March 2023 / Accepted: 19 June 2023 / Published: 5 July 2023

Self-assessment has a direct impact on students' achievement. Through self-assessment students have the opportunity to assess themselves in regards to learning goals and assess their achievement. The purpose of our research is to reflect on the use of the self-assessment practices of students in schools, as well as the impact that student self-assessment has on their achievement. Another purpose of this research is to evaluate if students compare their knowledge with other students in the class and to evaluate if students during the self-assessment process can overestimate or underestimate themselves. Two hundred and two students, from four classes of seventh grade (n=112) and four classes of eighth grade (n=90) of lower secondary schools from five urban schools and five rural schools in Kosovo, in the subject Civic Education, participated in the research. The results show that there is a significant difference between seventh-graders and eighth-graders on the use of student self-assessment. There is also a difference between schools in the city and schools in the village. There is a significant difference between classes and based on residence even when the students are asked if they are encouraged to have self-confidence and be independent.

Received: 13 October 2021 / Accepted: 26 November 2021 / Published: 3 January 2022