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Comparing Students' Critical Thinking by Using the Revised Bloom's Taxonomy in Online and Face-to-Face Class Formats of Organic Chemistry
Lecture Notes in Educational Technology ; : 860-869, 2023.
Article in English | Scopus | ID: covidwho-2325967
ABSTRACT
The purpose of this study is to compare critical thinking in online and face-to-face formats in an organic chemistry course and report the cognitive dimensions of revised Bloom's taxonomy. The sample used in this research was a 31 students group of grade 12 students at the Demonstration School of Ramkhamhaeng University, Thailand, in the academic year 2021, semester 2. The students took the online (N = 14) and face-to-face (N = 17) formats and were required to fill out an instrument designed to evaluate critical thinking skills in March 2022. The tools used for the test had 50 items, and 4 choices, with a confidence value of 0.83. The result shows that the face-to-face student has higher critical thinking scores than the online students along the highest cognitive dimensions;on the other hand, face-to-face and online formats did not affect remembering, understanding, and applying levels. These formats are effective for analysis, evaluation, and creation, the student's face-to-face has more of an analysis and evaluation level than the student's online. In contrast, online students have a more creative level than face-to-face students. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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Full text: Available Collection: Databases of international organizations Database: Scopus Type of study: Experimental Studies / Prognostic study Language: English Journal: Lecture Notes in Educational Technology Year: 2023 Document Type: Article

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Full text: Available Collection: Databases of international organizations Database: Scopus Type of study: Experimental Studies / Prognostic study Language: English Journal: Lecture Notes in Educational Technology Year: 2023 Document Type: Article