Nurturing Critical Minds: Interdisciplinary Perspectives in Education and the Workforce
Nurturing Critical Minds: Interdisciplinary Perspectives in Education and the Workforce
We are delighted to invite you to our upcoming international conference on “Nurturing Critical Minds: Interdisciplinary Perspectives in Education and the Workforce”. The conference is interdisciplinary, it will cover a diverse range of fields and perspectives on the development of critical thinking skills in different academic fields at universities and labour market institutions. Showcasing the holistic approach, the conference aims to explore the vital role of critical thinking in diverse academic disciplines and its significance in the ever-evolving landscape of labour market institutions.
The conference aims to bridge the gap between universities and labour market institutions, fostering a culture of critical thinking that thrives in the classroom and enhances professional growth in the workplace. This conference will serve as a platform for educators, researchers, and labour market professionals from diverse fields to explore innovative strategies, and share best practices and collaborate on integrating critical thinking skills into educational curricula.
Keynote speakers
Alistair Starling
Co-Founder and Managing Director of the European Diplomats
Luís Sebastião
Associate Professor in the Department of Pedagogy and Education, Director of the Center for Research in Education and Psychology, University of Évora
Dimitris Pnevmatikos
Professor in the Department of Psychology, School of Humanities and Social Sciences, University of Western Macedonia
Erika Vaiginienė
Associate professor in the Department of Business, Faculty of Economics and Business Administration, Vilnius University
Inga Jončienė
Head of Business Development at Alliance for Recruitment
Adam Mastandrea
Assistant Professor in the Department of Foreign Language Teaching and Research, Institute of Foreign Languages, Faculty of Philology, Vilnius University
Daiva Penkauskienė
Director of Modern Didactics Center, Associate Professor in the Institute of Educational Sciences and Social Work, Mykolas Romeris University
Sandra Kairė
Associate Professor, Director of the Institute of Educational Sciences, Faculty of Philosophy, Vilnius University
Kay Hemmerling
Dr Kay Hemmerling, Chairman at the Institute for Moral-Democratic Competence (IMDC e.V.)
Programme
Programme
Julija Grigorjevaitė
Encouraging Critical Thinking in Chemistry Classroom
Encouraging Critical Thinking in Chemistry Classroom
Julija Grigorjevaitė
Vilnius University, Faculty of Chemistry and Geosciences, Institute of Chemistry,
Lithuania
The Chemistry subject in school is well known as one of the most difficult and least liked by students. Chemistry often presents complex abstract concepts and requires a strong foundation in mathematics, which can be challenging for many students to understand. Critical thinking skills enable students to approach these concepts analytically, fostering deeper understanding and the ability to connect theories with real-world applications, thus making chemistry more accessible and engaging. Another distinctive aspect of chemistry lies in its reliance on chemical models to describe phenomena. Unlike observable changes in color and substance, many chemical processes occur at the molecular level, beyond direct perception. Consequently, theories in chemistry often hinge on mathematical calculations, bridging theoretical frameworks with the tangible properties of reactions. This necessitates a nuanced understanding of abstract concepts and their practical implications, underlining the interdisciplinary nature of chemistry. Critical thinking techniques can help in learning and deepening the subject of chemistry.
In 1933, outlining his perspective on education, Dewey portrayed the reflective thinker as someone capable of adapting their cognition, decision-making processes, and conclusions by synthesizing external information with internal experiences. Dewey’s impact on the discourse surrounding cognition and the formation of thoughts was profound, redirecting educational approaches from mere memorization of textbook content towards active engagement with and interpretation of the information contained within. Paradigm shift in chemistry education towards a more holistic approach that prioritizes the development of critical thinking skills alongside content knowledge. By embracing critical thinking as a cornerstone of chemical education, we can empower students to become adept problem-solvers, lifelong learners, and conscientious contributors to the scientific community and society at large.
Key words: chemistry, didactics, critical thinking
Biography:
Julija Grigorjevaitė is the Head of the Didactic Center and a lecturer at the Faculty of Chemistry and Geosciences at Vilnius University, Lithuania. In addition to her academic role, she teaches chemistry at the Business and Hospitality Training Center. She is a member of the Royal Society of Chemistry (AMRSC), the Lithuanian Society of Chemists, and the Lithuanian Educational Research Association. Since 2023, she has been a Council member of the Lithuanian Young Scientists Union.
Grigorjevaitė has co-authored 13 scientific articles. Her research interests have evolved from inorganic chemistry to focus on chemistry teaching and didactics.
