This study focused on students’ knowledge and views of eponyms in the light of history of science. Improving the CT of students may support developing citizens who contribute to communities and society in positive ways as lifelong learners.Ĭhemical eponyms possess important didactic and axiological potential that can be utilized for implementation of the principles of humanization and historicism manifested in national educational standards. Results of this study may provide insights into using tablets in effective ways to enhance learning outcomes as one social benefit. Perceptions about the development of CTD were positive with limitations of statistical significance. The Pearson’s product moment correlations between tablets and CL, acceptance and implementation appear to be affected by instructor’s professional views and teaching practices. ![]() From a sample of 59, the key findings indicated instructors accepted the use and usefulness of tablets in the classroom, and used applications for completing collaborative tasks. An email with a link to the survey was sent to a population of 1,932 instructors in a professional education technology organization. Applying Vygotsky’s social cognitive theory as a foundation of CL, using adapted questions from two questionnaires (Technology Acceptance Model and Cooperative Learning Implementation) and two frameworks, this quantitative survey study examined the relationship between tablet application and implementation of CL, and then between CL implementation and the development of CT dispositions (CTD). However, understanding how instructors perceive the intersection of these factors has not been well studied. ![]() There are studies examining how the use of tablet technologies influence collaborative learning (CL), showing a link between CL and CT, and connecting CT to academic achievement. Although research has identified critical thinking (CT) as an objective of higher education, limited quantitative research has focused on how postsecondary instructors view using handheld devices for classroom collaboration to support CT.
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