how can a teacher play an effective role using critical thinking and profession in facing social and economic issues
Answers
Explanation:
write a program in C++ toCreate a class named 'Programming'. While creating an object of the class, if nothing is passed to it, then the message "I love programming languages" should be printed. If some String is passed to it, then in place of "programming languages" the name of that String variable should be printed.For example, while creating the object if we pass "cpp", then "I love cpp" should be printed.
Answer:
arts and literature, and preparation for skilled employment” (Rothstein, Wilder,
& Jacobsen, 2007, p. 8). Business education directly addresses work ethic and
the preparation for skilled employment as well as critical thinking and problem
solving. Yet many teachers continually struggle to engage students in critical
thinking activities (Tempelaar, 2006), and students seldom use critical thinking
skills to solve complex, real-world problems (Bartlett, 2002; Rippin, Booth,
Bowie, & Jordan, 2002). Why?
The answer may be in our instructional methods. Two quotes that are often cited
together reflect this supposition (as cited by Schafersman, 1991). First, Clement
(1979) stated that “we should be teaching students how to think. Instead, we are
teaching them what to think” (p. 1). Second, Norman (1981) noted that “it is
strange that we expect students to learn, yet seldom teach them anything about
learning” (p. 1). Although content is important, the process of how students learn
the material is equally important. Therefore, the purpose of this article is to analyze
and synthesize secondary research to provide best practices for incorporating
critical thinking instructional methods into business education classrooms at both
the secondary and post-secondary levels. First, critical thinking is described as
it relates to instructional design. Then barriers to critical thinking are outlined.
Finally, instructional strategies for enhancing students’ critical thinking skills are
provided as well as examples of critical thinking in business education.
How Critical Thinking Relates to Instructional Design
Those who have the ability to hear, do not always actively listen.
Similarly, those who have the ability to know, do not always critically think.
The premise that critical thinking is to knowing as listening is to hearing implies
that critical thinking is a learned skill that must be developed, practiced, and
continually integrated into the curriculum to engage students in active learning.
To support this premise, focused attention needs to be placed on the application of
content, the process of learning, and methods of assessment.
In terms of the application of content, teaching techniques that promote
memorization (often temporary knowledge) do not support critical thinking.
Although some content, such as vocabulary definitions, do require memory, it is
the application of the content that stimulates thinking. Instruction that supports
critical thinking uses questioning techniques that require students to analyze,
synthesize, and evaluate information to solve problems and make decisions (think)
rather than merely to repeat information (memorize). Because critical thinking
is a mental habit that requires students to think about their thinking and about
improving the process, it requires students to use higher-order thinking skills –
not memorize data or accept what they read or are told without critically thinking
about it (Scriven & Paul, 2008; Schafersman, 1991; Templeaar, 2006). Therefore,
critical thinking is a product of education, training, and practice.
To link critical thinking skills to content, the instructional focus should be on the
process of learning. How will the students get the information? Research supports
the premise that lecture and memorization do not lead to long-term knowledge