Formation and development of critical thinking of bioengineering students in english language classes for specific purposes

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dc.contributor.authorKozubska, Iryna
dc.contributor.authorBorkovska, Inna
dc.contributor.authorAntonenko, Inna
dc.date.accessioned2023-05-25T09:42:49Z
dc.date.available2023-05-25T09:42:49Z
dc.date.issued2023
dc.description.abstractotherThe article is devoted to one of the key skills of the 21st century – critical thinking, namely the issue of its formation and development among students of bioengineering specialties in English language classes for specific purposes. The rapid development of modern society, which is overflown with a large amount of information, dictates the need to educate critically-minded people who could effectively evaluate the validity, authenticity and reliability of information acquired while reading books and Internet sources, as well as solve a wide range of practical problems in professional and scientific activity. This is especially relevant for students of bioengineering specialties, since they are the ones who will develop vital technologies and complex medical cases will often require critical thinking to implement innovative devices and equipment. The essence of the concept of "critical thinking" has been determined and a set of other skills incorporated into it has been outlined. It has been found that the formation of critical thinking in English language classes for specific purposes should be carried out through all types of speech activity: listening, reading, speaking and writing. It has been emphasized that one of the most effective activities is working with authentic materials, which can be represented by scientific articles, educational texts, audio or video materials. Tasks should be of a problematic nature to awaken the research and creative activity of students, encourage reflection and help make generalizations and own conclusions. The main stages and elements of the English class aimed at developing critical thinking of students majoring in "Biomedical Engineering" have been illustrated. Methodological recommendations have been provided for the effective implementation of critical thinking technology into each of the three parts of the class (introductory, main, final) and examples of various types of oral and written tasks have been given. The role of the teacher in the development of critical thinking has been highlighted, namely stimulating students to think independently and logically, analyze, evaluate, and reach conclusions.uk
dc.format.pagerangeС. 216-220uk
dc.identifier.citationKozubska, I. Formation and development of critical thinking of bioengineering students in english language classes for specific purposes / Iryna Kozubska, Inna Borkovska, Inna Antonenko // Актуальнi питання гуманiтарних наук. – 2023. – Вип. 61, том 2. – С. 216-220.uk
dc.identifier.urihttps://ela.kpi.ua/handle/123456789/56098
dc.language.isoukuk
dc.relation.ispartofАктуальнi питання гуманiтарних наук, Вип. 61, том 2uk
dc.subjectcritical thinkinguk
dc.subjectbioengineering studentsuk
dc.subjectEnglish for specific purposesuk
dc.subjectauthentic materialuk
dc.subjectsoft skillsuk
dc.titleFormation and development of critical thinking of bioengineering students in english language classes for specific purposesuk
dc.typeArticleuk

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