Can Learning a Foreign Language Foster Analytic Thinking?—Evidence from Chinese EFL Learners' Writings

Science.gov (United States)

Jiang, Jingyang; Ouyang, Jinghui; Liu, Haitao

2016-01-01

Language is not only the representation of thinking, but also shapes thinking. Studies on bilinguals suggest that a foreign language plays an important and unconscious role in thinking. In this study, a software—Linguistic Inquiry and Word Count 2007—was used to investigate whether the learning of English as a foreign language (EFL) can foster Chinese high school students’ English analytic thinking (EAT) through the analysis of their English writings with our self-built corpus. It was found that: (1) learning English can foster Chinese learners’ EAT. Chinese EFL learners’ ability of making distinctions, degree of cognitive complexity and degree of thinking activeness have all improved along with the increase of their English proficiency and their age; (2) there exist differences in Chinese EFL learners’ EAT and that of English native speakers, i. e. English native speakers are better in the ability of making distinctions and degree of thinking activeness. These findings suggest that the best EFL learners in high schools have gained native-like analytic thinking through six years’ English learning and are able to switch their cognitive styles as needed. PMID:27741270

Event-related potentials during individual, cooperative, and competitive task performance differ in subjects with analytic vs. holistic thinking.

Science.gov (United States)

Apanovich, V V; Bezdenezhnykh, B N; Sams, M; Jääskeläinen, I P; Alexandrov, YuI

2018-01-01

It has been presented that Western cultures (USA, Western Europe) are mostly characterized by competitive forms of social interaction, whereas Eastern cultures (Japan, China, Russia) are mostly characterized by cooperative forms. It has also been stated that thinking in Eastern countries is predominantly holistic and in Western countries analytic. Based on this, we hypothesized that subjects with analytic vs. holistic thinking styles show differences in decision making in different types of social interaction conditions. We investigated behavioural and brain-activity differences between subjects with analytic and holistic thinking during a choice reaction time (ChRT) task, wherein the subjects either cooperated, competed (in pairs), or performed the task without interaction with other participants. Healthy Russian subjects (N=78) were divided into two groups based on having analytic or holistic thinking as determined with an established questionnaire. We measured reaction times as well as event-related brain potentials. There were significant differences between the interaction conditions in task performance between subjects with analytic and holistic thinking. Both behavioral performance and physiological measures exhibited higher variance in holistic than in analytic subjects. Differences in amplitude and P300 latency suggest that decision making was easier for the holistic subjects in the cooperation condition, in contrast to analytic subjects for whom decision making based on these measures seemed to be easier in the competition condition. The P300 amplitude was higher in the individual condition as compared with the collective conditions. Overall, our results support the notion that the brains of analytic and holistic subjects work differently in different types of social interaction conditions. Copyright © 2017 Elsevier B.V. All rights reserved.

Advanced Analytic Cognition: Critical Thinking

Science.gov (United States)

2013-09-01

Published online ahead of print: 12/16/2010) 39 Beyer, B.K. Practical Strategies for the Teaching of Thinking, Allyn and Bacon , Boston, MA, 1987, p. 32...or critical thinking as such has no part in this linkage.78 David Schum and Francis Hume discussed critical reasoning within the context of...Teaching of Thinking, Allyn and Bacon , Boston, MA, 1987, p. 211. 110 Dewey, J. How We Think: A Restatement of the Relation of Reflective Thinking to

The Effect of Thinking Maps on Fifth Grade Science Achievement

Science.gov (United States)

Hudson, Darlene

Informational texts, such as those found in science education, have historically been reserved for secondary students. With the increased emphasis on elementary students' academic accountability, these high impact instructional strategies must also be utilized to support subject matter comprehension for younger students. This causal-comparative study, grounded in cognitive learning theory, sought to discover if 2 years of implementation and use of Thinking Maps, a visual tool program, had an effect on student achievement in elementary science as measured by Georgia's statewide assessment known as the Criterion-Referenced Competency Test (CRCT). Achievement data of 2 groups that received Thinking Maps instruction for 2 years was compared to 1 group that did not. An analysis of covariance was used to analyze the assessment data. The findings suggest that the students who did not use Thinking Maps performed significantly better than those who did use Thinking Maps, even though both groups showed positive mean score gains from 2010 to 2012 on the science portion of the CRCT. Limitations of the study, such as the lack of randomization and manipulation of the independent variable, suggest that further research is needed to fairly evaluate the program and its effectiveness. Also, the instructional setting and amount of time used for science instruction in the elementary classroom warrants additional investigation. Findings related to the implementation and use of graphic tools such as Thinking Maps will help school systems choose professional learning opportunities and effective instructional strategies to develop content literacy.

Analytics for Knowledge Creation: Towards Epistemic Agency and Design-Mode Thinking

Science.gov (United States)

Chen, Bodong; Zhang, Jianwei

2016-01-01

Innovation and knowledge creation call for high-level epistemic agency and design-mode thinking, two competencies beyond the traditional scopes of schooling. In this paper, we discuss the need for learning analytics to support these two competencies, and more broadly, the demand for education for innovation. We ground these arguments on a…

Validating the Persian Version of Reflective Thinking Questionnaire and Probing Iranian University Students' Reflective Thinking and Academic Achievement

Directory of Open Access Journals (Sweden)

Afsaneh Ghanizadeh

2017-07-01

Full Text Available Scholars in higher education deem reflective thinking as integral to the development of professional disciplinary practices. One of the major issues in studying reflective thinking pivots around its conceptualization and assessment. Over the years, researchers have used several methods and scales to measure reflective thinking. One of the most widely known scales of reflective thinking was constructed and validated by Kember et al. (2000. It is entitled 'Reflective Thinking Questionnaire (RTQ' and includes 16 items measuring four types of reflective thinking: understanding (UND; reflection (REF; critical reflection (CREF; habitual action (HA. The present study aimed at validating the Persian version of RTQ among one hundred ninety six English as a foreign language (EFL university students. It then scrutinized the role of reflective thinking in academic achievements measured by grade point average (GPA. The association of learners' reflective thinking style with their educational level and gender was also estimated. To conduct the research, the scale was first translated into Persian and its validity (computed via confirmatory factor analysis, convergent, and divergent validity estimates and reliability (computed via Cronbach's alpha were substantiated. It was indicated that among the comprising factors of reflective thinking, UND received the highest mean followed by REF and CREF

Hemispheric specialization and creative thinking: a meta-analytic review of lateralization of creativity

NARCIS (Netherlands)

Mihov, K.M.; Denzler, M.; Förster, J.

2010-01-01

In the last two decades research on the neurophysiological processes of creativity has found contradicting results. Whereas most research suggests right hemisphere dominance in creative thinking, left-hemisphere dominance has also been reported. The present research is a meta-analytic review of the

Teaching for Successful Intelligence Raises School Achievement.

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Sternberg, Robert J.; Torff, Bruce; Grigorenko, Elena

1998-01-01

A "successful intelligence" intervention improved school achievement for a group of 225 ethnically diverse third-graders, both on performance assessments measuring analytical, creative, and practical achievements and on conventional multiple-choice memory assessments. Teaching for triarchic thinking facilitates factual recall, because learning…

Achieving Our Environmental Sustainability Goals: The Opportunities and Pitfalls of Applying Life Cycle Thinking

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An increasing number of people around the world are beginning to realize that a systems approach, such as life cycle thinking, is necessary to truly achieve environmental sustainability. Without the holistic perspective that life cycle thinking provides, our actions risk leading ...

Hemispheric Specialization and Creative Thinking: A Meta-Analytic Review of Lateralization of Creativity

Science.gov (United States)

Mihov, Konstantin M.; Denzler, Markus; Forster, Jens

2010-01-01

In the last two decades research on the neurophysiological processes of creativity has found contradicting results. Whereas most research suggests right hemisphere dominance in creative thinking, left-hemisphere dominance has also been reported. The present research is a meta-analytic review of the literature to establish how creative thinking…

Override the controversy: Analytic thinking predicts endorsement of evolution.

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Gervais, Will M

2015-09-01

Despite overwhelming scientific consensus, popular opinions regarding evolution are starkly divided. In the USA, for example, nearly one in three adults espouse a literal and recent divine creation account of human origins. Plausibly, resistance to scientific conclusions regarding the origins of species-like much resistance to other scientific conclusions (Bloom & Weisberg, 2007)-gains support from reliably developing intuitions. Intuitions about essentialism, teleology, agency, and order may combine to make creationism potentially more cognitively attractive than evolutionary concepts. However, dual process approaches to cognition recognize that people can often analytically override their intuitions. Two large studies (total N=1324) found consistent evidence that a tendency to engage analytic thinking predicted endorsement of evolution, even controlling for relevant demographic, attitudinal, and religious variables. Meanwhile, exposure to religion predicted reduced endorsement of evolution. Cognitive style is one factor among many affecting opinions on the origin of species. Copyright © 2015 Elsevier B.V. All rights reserved.

TGT for chemistry learning to enhance students' achievement and critical thinking skills

Science.gov (United States)

Bolhassan, Norlailatulakma; Taha, Hafsah

2017-05-01

The form of cooperative learning known as Teams-Games-Tournament (TGT) in this study favors the use of teams work and learning tools combined with student play and practice to foster students' achievement and critical thinking skills. Using this paradigm, this study incorporates Teams-Games-Tournament and Flash Cards Games Kit during an 8-weeks experimental instruction period that includes 67 Form Four students; 34 students in the experimental group and 33 in the control group. The learning design in experimental group emphasizes scaffolding, guided practices, cooperative learning, and active participation in learning. While the experimental group experienced the TGT approach, the control group encountered the conventional teaching approach of chemistry drills. An achievement chemistry test and Watson Glaser Critical Thinking Appraisal (WGCTA) were used for the pretest and posttest. The finding indicates that TGT learning was more effective than drills in promoting chemistry performance, and the playful competiveness among students promotes students' critical thinking. In addition, TGT cooperative learning also creates an active learning environment in solving problems and discussions among students and teachers.

What makes us think? A three-stage dual-process model of analytic engagement.

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Pennycook, Gordon; Fugelsang, Jonathan A; Koehler, Derek J

2015-08-01

The distinction between intuitive and analytic thinking is common in psychology. However, while often being quite clear on the characteristics of the two processes ('Type 1' processes are fast, autonomous, intuitive, etc. and 'Type 2' processes are slow, deliberative, analytic, etc.), dual-process theorists have been heavily criticized for being unclear on the factors that determine when an individual will think analytically or rely on their intuition. We address this issue by introducing a three-stage model that elucidates the bottom-up factors that cause individuals to engage Type 2 processing. According to the model, multiple Type 1 processes may be cued by a stimulus (Stage 1), leading to the potential for conflict detection (Stage 2). If successful, conflict detection leads to Type 2 processing (Stage 3), which may take the form of rationalization (i.e., the Type 1 output is verified post hoc) or decoupling (i.e., the Type 1 output is falsified). We tested key aspects of the model using a novel base-rate task where stereotypes and base-rate probabilities cued the same (non-conflict problems) or different (conflict problems) responses about group membership. Our results support two key predictions derived from the model: (1) conflict detection and decoupling are dissociable sources of Type 2 processing and (2) conflict detection sometimes fails. We argue that considering the potential stages of reasoning allows us to distinguish early (conflict detection) and late (decoupling) sources of analytic thought. Errors may occur at both stages and, as a consequence, bias arises from both conflict monitoring and decoupling failures. Copyright © 2015 Elsevier Inc. All rights reserved.

Grade 8 students' capability of analytical thinking and attitude toward science through teaching and learning about soil and its' pollution based on science technology and society (STS) approach

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Boonprasert, Lapisarin; Tupsai, Jiraporn; Yuenyong, Chokchai

2018-01-01

This study reported Grade 8 students' analytical thinking and attitude toward science in teaching and learning about soil and its' pollution through science technology and society (STS) approach. The participants were 36 Grade 8 students in Naklang, Nongbualumphu, Thailand. The teaching and learning about soil and its' pollution through STS approach had carried out for 6 weeks. The soil and its' pollution unit through STS approach was developed based on framework of Yuenyong (2006) that consisted of five stages including (1) identification of social issues, (2) identification of potential solutions, (3) need for knowledge, (4) decision-making, and (5) socialization stage. Students' analytical thinking and attitude toward science was collected during their learning by participant observation, analytical thinking test, students' tasks, and journal writing. The findings revealed that students could gain their capability of analytical thinking. They could give ideas or behave the characteristics of analytical thinking such as thinking for classifying, compare and contrast, reasoning, interpreting, collecting data and decision making. Students' journal writing reflected that the STS class of soil and its' pollution motivated students. The paper will discuss implications of these for science teaching and learning through STS in Thailand.

The Effect of Computer Games on Students’ Critical Thinking Disposition and Educational Achievement

OpenAIRE

Mohammad Seifi; Zahra Derikvandi; Saeed Moosavipour; Rouhollah Khodabandelou

2015-01-01

The main aim of this research was to investigate the effect of computer games on student’ critical thinking disposition and educational achievement. The research method was descriptive, and its type was casual-comparative. The sample included 270 female high school students in Andimeshk town selected by multistage cluster method. Ricketts questionnaire was used to test critical thinking and the researcher made questionnaires were used to test computer games. T-test and one-way ANOVA were empl...

Why love has wings and sex has not: how reminders of love and sex influence creative and analytic thinking.

Science.gov (United States)

Förster, Jens; Epstude, Kai; Ozelsel, Amina

2009-11-01

This article examines cognitive links between romantic love and creativity and between sexual desire and analytic thought based on construal level theory. It suggests that when in love, people typically focus on a long-term perspective, which should enhance holistic thinking and thereby creative thought, whereas when experiencing sexual encounters, they focus on the present and on concrete details enhancing analytic thinking. Because people automatically activate these processing styles when in love or when they experience sex, subtle or even unconscious reminders of love versus sex should suffice to change processing modes. Two studies explicitly or subtly reminded participants of situations of love or sex and found support for this hypothesis.

Evaluating the use of programming games for building early analytical thinking skills

Directory of Open Access Journals (Sweden)

H. Tsalapatas

2015-11-01

Full Text Available Analytical thinking is a transversal skill that helps learners excel academically independently of theme area. It is on high demand in the world of work especially in innovation related sectors. It involves finding a viable solution to a problem by identifying goals, parameters, and resources available for deployment. These are strategy elements in game play. They further constitute good practices in programming. This work evaluates how serious games based on visual programming as a solution synthesis tool within exploration, inquiry, and collaboration can help learners build structured mindsets. It analyses how a visual programming environment that supports experimentation for building intuition on potential solutions to logical puzzles, and then encourages learners to synthesize a solution interactively, helps learners through gaming principles to build self-esteem on their problem solving ability, to develop algorithmic thinking capacity, and to stay engaged in learning.

The Effectiveness of CBL Model to Improve Analytical Thinking Skills the Students of Sport Science

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Sudibyo, Elok; Jatmiko, Budi; Widodo, Wahono

2016-01-01

Sport science undergraduate education, one of which purposes is to produce an analyst in sport. However, generally analytical thinking skills of sport science's students is still relatively very low in the context of sport. This study aimed to describe the effectiveness of Physics Learning Model in Sport Context, Context Based Learning (CBL)…

Functional neuroimaging correlates of thinking flexibility and knowledge structure in memory: Exploring the relationships between clinical reasoning and diagnostic thinking.

Science.gov (United States)

Durning, Steven J; Costanzo, Michelle E; Beckman, Thomas J; Artino, Anthony R; Roy, Michael J; van der Vleuten, Cees; Holmboe, Eric S; Lipner, Rebecca S; Schuwirth, Lambert

2016-06-01

Diagnostic reasoning involves the thinking steps up to and including arrival at a diagnosis. Dual process theory posits that a physician's thinking is based on both non-analytic or fast, subconscious thinking and analytic thinking that is slower, more conscious, effortful and characterized by comparing and contrasting alternatives. Expertise in clinical reasoning may relate to the two dimensions measured by the diagnostic thinking inventory (DTI): memory structure and flexibility in thinking. Explored the functional magnetic resonance imaging (fMRI) correlates of these two aspects of the DTI: memory structure and flexibility of thinking. Participants answered and reflected upon multiple-choice questions (MCQs) during fMRI. A DTI was completed shortly after the scan. The brain processes associated with the two dimensions of the DTI were correlated with fMRI phases - assessing flexibility in thinking during analytical clinical reasoning, memory structure during non-analytical clinical reasoning and the total DTI during both non-analytical and analytical reasoning in experienced physicians. Each DTI component was associated with distinct functional neuroanatomic activation patterns, particularly in the prefrontal cortex. Our findings support diagnostic thinking conceptual models and indicate mechanisms through which cognitive demands may induce functional adaptation within the prefrontal cortex. This provides additional objective validity evidence for the use of the DTI in medical education and practice settings.

The Influence of Building Block Play on Mathematics Achievement and Logical and Divergent Thinking in Italian Primary School Mathematics Classes

Science.gov (United States)

Pirrone, Concetta; Tienken, Christopher H.; Pagano, Tatiana; Di Nuovo, Santo

2018-01-01

In an experimental study to explain the effect of structured Building Block Play with LEGO™ bricks on 6-year-old student mathematics achievement and in the areas of logical thinking, divergent thinking, nonverbal reasoning, and mental imagery, students in the experimental group scored significantly higher (p = 0.05) in mathematics achievement and…

Reflective Thinking, Self-Efficacy, Self-Esteem and Academic Achievement of Iranian EFL Students

Science.gov (United States)

Asakereh, Ahmad; Yousofi, Nouroddin

2018-01-01

The present study investigated the relationship between reflective thinking, general self-efficacy, self-esteem and academic achievement of Iranian EFL students. To this end, 132 Iranian EFL students from three state universities were recruited. To collect the data, the participants completed four questionnaires, namely background information…

Exploring Students' Reflective Thinking Practice, Deep Processing Strategies, Effort, and Achievement Goal Orientations

Science.gov (United States)

Phan, Huy Phuong

2009-01-01

Recent research indicates that study processing strategies, effort, reflective thinking practice, and achievement goals are important factors contributing to the prediction of students' academic success. Very few studies have combined these theoretical orientations within one conceptual model. This study tested a conceptual model that included, in…

Advanced Analytic Cognition: Thinking Dispositions

Science.gov (United States)

2013-09-01

example, cognitive ability, which is a generalized predictor of learning and performance effectiveness and has a high genetic component, is very...CA, 2006. Peirce, W. Designing Rubrics for Assessing Higher Order Thinking. Available: http://academic.pgcc.edu/~wpeirce/MCCCTR

On the Relationship among Critical Thinking, Language Learning Strategy Use and University Achievement of Iranian English as a Foreign Language Majors

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Afshar, Hassan Soodmand; Movassagh, Hossein

2017-01-01

The study investigated the relationship among critical thinking, strategy use and university achievement. To this end, 76 English major students sat the California Critical Thinking Skills Test and filled out Oxford's Strategy Inventory for Language Learning. Participants' Grade Point Averages were regarded as their university achievement. The…

The Effect of Computer Games on Students' Critical Thinking Disposition and Educational Achievement

Science.gov (United States)

Seifi, Mohammad; Derikvandi, Zahra; Moosavipour, Saeed; Khodabandelou, Rouhollah

2015-01-01

The main aim of this research was to investigate the effect of computer games on student' critical thinking disposition and educational achievement. The research method was descriptive, and its type was casual-comparative. The sample included 270 female high school students in Andimeshk town selected by multistage cluster method. Ricketts…

Bridging intuitive and analytical thinking

DEFF Research Database (Denmark)

Ejersbo, Lisser Rye; Leron, Uri; Arcavi, Abraham

2014-01-01

and in mathematics education has focused on the explanatory power of intuitive thinking as source of errors and misconceptions in human behavior, decision making, reasoning, and problem solving (e.g., Fischbein, 1987, Stavy & Tirosh, 2000; Leron & Hazzan, 2006, 2009), but in this article the emphasis is more...

The Correlation between Pre-Service Science Teachers' Astronomy Achievement, Attitudes towards Astronomy and Spatial Thinking Skills

Science.gov (United States)

Türk, Cumhur

2016-01-01

The purpose of this study was to examine the changes in pre-service Science teachers' astronomy achievement, attitudes towards astronomy and skills for spatial thinking in terms of their years of study. Another purpose of the study was to find out whether there was correlation between pre-service teachers' astronomy achievement, attitudes towards…

Academic achievement and creative thinking in Souh African ...

African Journals Online (AJOL)

Objective. To assess whether the capacity for creative thinking among medical students is related to academic advancement. Design, setting, subjects, outcome measures. A timed word association test standardised and scored to assess the tendency for creative thinking was administered to 22 development programme ...

Why Love Has Wings and Sex Has Not : How Reminders of Love and Sex Influence Creative and Analytic Thinking

NARCIS (Netherlands)

Förster, J.; Epstude, K.; Özelsel, A.

This article examines cognitive links between romantic love and creativity and between sexual desire and analytic thought based on construal level theory. It suggests that when in love, people typically focus on a long-term perspective, which should enhance holistic thinking and thereby creative

Why love has wings and sex has not: how reminders of love and sex influence creative and analytic thinking

NARCIS (Netherlands)

Förster, J.; Epstude, K.; Özelsel, A.

2009-01-01

This article examines cognitive links between romantic love and creativity and between sexual desire and analytic thought based on construal level theory. It suggests that when in love, people typically focus on a long-term perspective, which should enhance holistic thinking and thereby creative

Why Love Has Wings and Sex Has Not : How Reminders of Love and Sex Influence Creative and Analytic Thinking

NARCIS (Netherlands)

Förster, J.; Epstude, K.; Özelsel, A.

2009-01-01

This article examines cognitive links between romantic love and creativity and between sexual desire and analytic thought based on construal level theory. It suggests that when in love, people typically focus on a long-term perspective, which should enhance holistic thinking and thereby creative

Effects of Guided Discovery and Think-Pair-Share Strategies on Secondary School Students’ Achievement in Chemistry

Directory of Open Access Journals (Sweden)

Adekunle Oladipupo Bamiro

2015-01-01

Full Text Available This study investigated the effects of three strategies (i.e., guided discovery, think-pair-share, and lecture on senior secondary school students’ achievement in chemistry. A pretest, posttest, control group quasi-experimental design with a 3 × 3 × 2 factorial matrix was adopted for the study. Treatment was at three levels (guided discovery, think-pair-share, and lecture strategies. Intervening variables were cognitive entry behavior at three levels (high, middle, and low and gender at two levels (male and female. Two hundred forty-two Senior Secondary 1 students in intact classes from six secondary schools in Ijebu Ode and Odogbolu Local Government Areas of Ogun State were randomly assigned to the treatment and control groups. Three instruments were developed and used to collect data from students during the 8-week treatment program. The data collected were subjected to analysis of covariance and multiple classification analysis. Scheffé test was further used as post hoc measures. Where significant interactions were observed, they were represented with graphical illustrations. It was found that students taught with guided discovery and think-pair-share strategies obtained significantly higher posttest mean scores than those in the lecture strategy, F(4, 223 = 51.66, p < .05. The use of guided discovery and think-pair-share strategies had great potential for improving achievement in chemistry and science learning generally.

Vitalistic thinking in adults.

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Wilson, Stuart

2013-11-01

Vitalistic thinking has traditionally been associated with reasoning about biological phenomena. The current research aimed to investigate a broader range of vitalistic thinking than previously studied. Esoteric notions of 'energy' are frequently used by individuals when making causal attributions for strange occurrences, and previous literature has linked such thinking with paranormal, magical, and superstitious beliefs. Two experiments are described that aim to investigate whether adults are vitalistic when asked to make causal judgments, and whether this can be predicted by thinking styles and prior paranormal belief. Experiment 1 asked participants to rate three causal options (one of which was vitalistic) for six vignettes. Scores on one dimension of paranormal belief (New Age Philosophy) and analytical thinking significantly predicted vitalism, but scores on intuitive thinking and Traditional Paranormal Beliefs did not. Experiment 2 extended the findings by asking participants to generate their own causal responses. Again, paranormal belief was found to be the best predictor of vitalism, but this time Traditional Paranormal Beliefs were associated with vitalistic responses whilst both intuitive and analytical thinking were unable to significantly predict classification. Results challenge previous findings, suggesting that vitalistic thinking may operate differently when applied to everyday causal reasoning. © 2012 The British Psychological Society.

Web Analytics 2.0 The Art of Online Accountability and Science of Customer Centricity

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Kaushik, Avinash

2009-01-01

Adeptly address today's business challenges with this powerful new book from web analytics thought leader Avinash Kaushik. Web Analytics 2.0 presents a new framework that will permanently change how you think about analytics. It provides specific recommendations for creating an actionable strategy, applying analytical techniques correctly, solving challenges such as measuring social media and multichannel campaigns, achieving optimal success by leveraging experimentation, and employing tactics for truly listening to your customers. The book will help your organization become more data driven w

Systems Thinking : Ancient Maya's Evolution of Consciousness and Contemporary Systems Thinking

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Jere Lazanski, Tadeja

2010-11-01

Systems thinking as a modern approach for problem solving was revived after WWII even though it had been an ancient philosophy. We can track systems thinking back to antiquity. Making a distinction from Western rationalist traditions of philosophy, C. West Churchman often identified with the I Ching as a systems approach sharing a frame of reference similar to pre-Socratic philosophy and Heraclitus. In this paper, we will compare the evolutionary system of consciousness, which was presented in the Tun calendar of Mayan Indians and contemporary systems theory and systems thinking, which is nothing else but highly evolved human consciousness in society. We will present Mayan calendar systems to contemporary systems thinking principles and explain the answer to the Ackoff's judgment on four hundred years of analytical thinking as the dominant mode of society. We will use the methods of historical comparison and a method of a systems approach. We will point out the big picture and Mayan divine plan as main systems principles. The Mayan numerical system and long count units has been proven as one of the most accurate systems for describing the present and future of the civilization in which we have all evolved. We will also explain the Mayan nine-level pyramids system that represents the evolutionary system, i.e. the consciousness, which in our time shows the actual level of human consciousness. Deriving from all described, we will show the main systems principles, discussed by contemporary systems authors and Mayan systems principles, which differ only in one expression—they named "the big picture" as "the divine plan". The final results can be perfectly applied to the society we live in. Seeing the world from the big picture point of view is reaching a level of awareness, in which linear thinking is replaced by systems thinking. The Mayans explained that the civilization would achieve the system of conscious co-creation. We can claim that linear thinking guides us

Empowerment of Students Critical Thinking Skills Through Implementation of Think Talk Write Combined Problem Based Learning

OpenAIRE

Yanuarta, Lidya; Gofur, Abdul; Indriwati, Sri Endah

2016-01-01

Critical thinking is a complex reflection process that helps individuals become more analytical in their thinking. Empower critical thinking in students need to be done so that students can resolve the problems that exist in their life and are able to apply alternative solutions to problems in a different situations. Therefore, Think Talk Write (TTW) combined Problem Based Learning (PBL) were needed to empowered the critical thinking skills so that students were able to face the challenges of...

Examination of the Computational Thinking Skills of Students

Science.gov (United States)

Korucu, Agah Tugrul; Gencturk, Abdullah Tarik; Gundogdu, Mustafa Mucahit

2017-01-01

Computational thinking is generally considered as a kind of analytical way of thinking. According to Wings (2008) it shares with mathematical thinking, engineering thinking and scientific thinking in the general ways in which we may use for solving a problem, designing and evaluating complex systems or understanding computability and intelligence…

Others' Anger Makes People Work Harder Not Smarter: The Effect of Observing Anger and Sarcasm on Creative and Analytic Thinking

Science.gov (United States)

Miron-Spektor, Ella; Efrat-Treister, Dorit; Rafaeli, Anat; Schwarz-Cohen, Orit

2011-01-01

The authors examine whether and how observing anger influences thinking processes and problem-solving ability. In 3 studies, the authors show that participants who listened to an angry customer were more successful in solving analytic problems, but less successful in solving creative problems compared with participants who listened to an…

Do Thinking Styles Matter for Science Achievement and Attitudes toward Science Class in Male and Female Elementary School Students in Taiwan?

Science.gov (United States)

Wang, Tzu-Ling; Tseng, Yi-Kuan

2015-01-01

The purposes of this study were to explore the effects of thinking styles on science achievement and attitudes toward science class among Taiwanese elementary school students and to explore the differences between male and female students in their modes of thinking. Participants included 756 sixth-grade students from 28 classes in four elementary…

Improving Students' Creative Thinking and Achievement through the Implementation of Multiple Intelligence Approach with Mind Mapping

Science.gov (United States)

Widiana, I. Wayan; Jampel, I. Nyoman

2016-01-01

This classroom action research aimed to improve the students' creative thinking and achievement in learning science. It conducted through the implementation of multiple intelligences with mind mapping approach and describing the students' responses. The subjects of this research were the fifth grade students of SD 8 Tianyar Barat, Kubu, and…

Towards Achieving a Critical Thinking Society in Malaysia: A Challenge to School Libraries and Educational Systems.

Science.gov (United States)

Yaacob, Raja Abdullah; Seman, Norma Abur

One of the challenges facing Malaysia amidst its economic development is the achievement of a critical thinking society. This would enhance and guarantee the success of research and development programs in addition to having other socioeconomic effects. This paper covers the following topics: Vision 2020, Malaysia's goal to reach developed nation…

The Effect of Scaffolded Think-Group-Share Learning on Indonesian Elementary Schooler Satisfaction and Learning Achievement in English Classes

Science.gov (United States)

Mantik, Octavia; Choi, Hee Jun

2017-01-01

The purpose of this study was to examine whether or not "Scaffolded Think-Group-Share" learning can have a positive effect on student satisfaction and learning achievement in English classes of an Indonesian elementary school. To achieve this purpose, this study compared the findings from the two dependent variables (i.e., student…

The Effects of Visual Thinking Strategies on Reading Achievement of Students with Varying Levels of Motivation

Science.gov (United States)

Zelvis, Rima R.

2008-01-01

This study examined the effects of the Visual Thinking Strategies (VTS) curriculum on reading achievement of students with various motivational levels. A 2X2 factorial design was used. The sample population consisted of 104 fourth grade students from an upper middle class school system in Connecticut. All students were administered a…

Validating the Persian Version of Reflective Thinking Questionnaire and Probing Iranian University Students' Reflective Thinking and Academic Achievement

Science.gov (United States)

Ghanizadeh, Afsaneh; Jahedizadeh, Safoura

2017-01-01

Scholars in higher education deem reflective thinking as integral to the development of professional disciplinary practices. One of the major issues in studying reflective thinking pivots around its conceptualization and assessment. Over the years, researchers have used several methods and scales to measure reflective thinking. One of the most…

The Impact of Chess Instruction on the Critical Thinking Ability and Mathematical Achievement of Developmental Mathematics Students

Science.gov (United States)

Berkley, Darrin K.

2012-01-01

This sequential explanatory mixed-methods study determined whether the game of chess can be used as an educational tool to improve critical thinking skills of developmental mathematics students and improve mathematics achievement for these students. Five research questions were investigated. These questions were as follows: (a) Is there a…

Streaming Visual Analytics Workshop Report

Energy Technology Data Exchange (ETDEWEB)

Cook, Kristin A. [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Burtner, Edwin R. [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Kritzstein, Brian P. [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Brisbois, Brooke R. [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Mitson, Anna E. [Pacific Northwest National Lab. (PNNL), Richland, WA (United States)

2016-03-31

How can we best enable users to understand complex emerging events and make appropriate assessments from streaming data? This was the central question addressed at a three-day workshop on streaming visual analytics. This workshop was organized by Pacific Northwest National Laboratory for a government sponsor. It brought together forty researchers and subject matter experts from government, industry, and academia. This report summarizes the outcomes from that workshop. It describes elements of the vision for a streaming visual analytic environment and set of important research directions needed to achieve this vision. Streaming data analysis is in many ways the analysis and understanding of change. However, current visual analytics systems usually focus on static data collections, meaning that dynamically changing conditions are not appropriately addressed. The envisioned mixed-initiative streaming visual analytics environment creates a collaboration between the analyst and the system to support the analysis process. It raises the level of discourse from low-level data records to higher-level concepts. The system supports the analyst’s rapid orientation and reorientation as situations change. It provides an environment to support the analyst’s critical thinking. It infers tasks and interests based on the analyst’s interactions. The system works as both an assistant and a devil’s advocate, finding relevant data and alerts as well as considering alternative hypotheses. Finally, the system supports sharing of findings with others. Making such an environment a reality requires research in several areas. The workshop discussions focused on four broad areas: support for critical thinking, visual representation of change, mixed-initiative analysis, and the use of narratives for analysis and communication.

Improving Students' Achievement in Reading Comprehension Through Think Pair Share Strategy

OpenAIRE

Handayani, Umami -

2014-01-01

This research is designed to improve the students' reading comprehension in English through Think Pair Share strategy. the objective of the research is to develop Think Pair Share to improve the students' reading comprehension. The research was conducted by using classroom action research. The finding showed that Think Pair Share strategy was successful in improving students' reading comprehension. The improvement couls be seen from the increase of students' reading scores. Besides, the fin...

Mind, Thinking and Creativity

Directory of Open Access Journals (Sweden)

Janani Harish

2016-05-01

Full Text Available Global civilization is the product of diverse cultures, each contributing a unique perspective arising from the development of different mental faculties and powers of mind. The momentous achievements of modern science are the result of the cumulative development of mind’s capacity for analytic thinking, mathematical rendering and experimental validation. The near-exclusive preoccupation with analysis, universal laws, mechanism, materialism, and objective experience over the past two centuries has shaped the world we live in today, accounting both for its accomplishments and its insoluble problems. Today humanity confronts complex challenges that defy solution by piecemeal analysis, unidimensional theories, and fragmented strategies. Poverty, unemployment, economic crisis, fundamentalism, violence, climate change, war, refugees, reflect the limitations and blindspots that have resulted from a partial, one-sided application of the diverse capacities of the human mind. Human monocultures suffer from all the limitations as their biological counterparts. There is urgent need to revive the legitimacy of synthetic, organic and integrated modes of thinking, to restore the credibility of subjective self-experience in science, to reaffirm the place of symbol, analogy and metaphor as valid ways of knowing and communication in education, to recognize the unique role of the individual in social processes, to recognize the central role of insight and intuition in science as in art. This article examines themes presented at the WAAS-WUC course on Mind, Thinking and Creativity, conducted at Dubrovnik in April 2016.

Digital Storytelling for Enhancing Student Academic Achievement, Critical Thinking, and Learning Motivation: A Year-Long Experimental Study

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Yang, Ya-Ting C.; Wu, Wan-Chi I.

2012-01-01

The purpose of this study was to explore the impact of Digital storytelling (DST) on the academic achievement, critical thinking, and learning motivation of senior high school students learning English as a foreign language. The one-year study adopted a pretest and posttest quasi-experimental design involving 110 10th grade students in two English…

Applying critical thinking to nursing.

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Price, Bob

2015-08-19

Critical thinking and writing are skills that are not easy to acquire. The term 'critical' is used differently in social and clinical contexts. Nursing students need time to master the inquisitive and ruminative aspects of critical thinking that are required in academic environments. This article outlines what is meant by critical thinking in academic settings, in relation to both theory and reflective practice. It explains how the focus of a question affects the sort of critical thinking required and offers two taxonomies of learning, to which students can refer when analysing essay requirements. The article concludes with examples of analytical writing in reference to theory and reflective practice.

Critical thinking, self-esteem, and state anxiety of nursing students.

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Suliman, Wafika A; Halabi, Jehad

2007-02-01

This study aimed at exploring the existing predominant critical thinking disposition(s) of baccalaureate nursing students and the relationship among their critical thinking (CT), self-esteem (SE), and state anxiety (SA). Cross-sectional correlational design was utilized to achieve the said aim. A voluntary convenient sample consisted of first year (n=105) and fourth year (n=60) nursing students. The California Critical Thinking Disposition Inventory, Rosenberg Self-Esteem Scale, and Spielberger State Anxiety Inventory were used for data collection after their translation to Arabic language and test for validity and reliability. Descriptive and inferential statistics were used to analyze data. Results showed that both groups overall CT was marginal indicating no serious deficiency, their SE was average, and their SA was relatively high; they reported analyticity, open-mindedness, systematicity, inquisitiveness, and truth seeking as predominant critical thinking dispositions with no significant difference between them. However, the two groups were weak with significant difference on CT self-confidence (t=-2.053, df=136.904, p=.042) with beginning students reporting poorer level of CT self-confidence. Significant correlation results showed that critical thinking is positively correlated with SE, negatively correlated with SA, and SE is negatively correlated with SA; however, all correlations were actually quite low.

Strategic Thinking: The Untapped Resource for Leaders.

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Alfred, Richard L.

2001-01-01

Strategic thinking is an organized, analytical process by which college leaders can assess: (1) existing and potential competitors; (2) sources of competitive advantage; and (3) college capabilities and competitive position. Three outcomes of strategic thinking are: (1) clear institutional strategy and direction; (2) improved institutional…

Mathematics creative thinking levels based on interpersonal intelligence

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Kuncorowati, R. H.; Mardiyana; Saputro, D. R. S.

2017-12-01

Creative thinking ability was one of student’s ability to determine various alternative solutions toward mathematics problem. One of indicators related to creative thinking ability was interpersonal intelligence. Student’s interpersonal intelligence would influence to student’s creativity. This research aimed to analyze creative thinking ability level of junior high school students in Karanganyar using descriptive method. Data was collected by test, questionnaire, interview, and documentation. The result showed that students with high interpersonal intelligence achieved third and fourth level in creative thinking ability. Students with moderate interpersonal intelligence achieved second level in creative thinking ability and students with low interpersonal intelligence achieved first and zero level in creative thinking ability. Hence, students with high, moderate, and low interpersonal intelligence could solve mathematics problem based on their mathematics creative thinking ability.

Evaluating linear-nonlinear thinking style for knowledge management education

OpenAIRE

Constantin Bratianu; Simona Vasilache

2009-01-01

The purpose of this paper is to present a new perspective of the linear-nonlinear thinking style and its critical role in knowledge management education. Previous works in this field identified linear thinking as being rational, logic and analytic, and nonlinear thinking as being based on intuition, insight and creativity. In this perspective, linear thinking is related mostly with cognitive intelligence, while nonlinear thinking is related mostly with emotional intelligence. These interpreta...

Systems 1 and 2 thinking processes and cognitive reflection testing in medical students.

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Tay, Shu Wen; Ryan, Paul; Ryan, C Anthony

2016-10-01

Diagnostic decision-making is made through a combination of Systems 1 (intuition or pattern-recognition) and Systems 2 (analytic) thinking. The purpose of this study was to use the Cognitive Reflection Test (CRT) to evaluate and compare the level of Systems 1 and 2 thinking among medical students in pre-clinical and clinical programs. The CRT is a three-question test designed to measure the ability of respondents to activate metacognitive processes and switch to System 2 (analytic) thinking where System 1 (intuitive) thinking would lead them astray. Each CRT question has a correct analytical (System 2) answer and an incorrect intuitive (System 1) answer. A group of medical students in Years 2 & 3 (pre-clinical) and Years 4 (in clinical practice) of a 5-year medical degree were studied. Ten percent (13/128) of students had the intuitive answers to the three questions (suggesting they generally relied on System 1 thinking) while almost half (44%) answered all three correctly (indicating full analytical, System 2 thinking). Only 3-13% had incorrect answers (i.e. that were neither the analytical nor the intuitive responses). Non-native English speaking students (n = 11) had a lower mean number of correct answers compared to native English speakers (n = 117: 1.0 s 2.12 respectfully: p System 2 answers increased and the percentage of intuitive answers decreased in both the pre-clinical and clinical students. Up to half of the medical students demonstrated full or partial reliance on System 1 (intuitive) thinking in response to these analytical questions. While their CRT performance has no claims to make as to their future expertise as clinicians, the test may be used in helping students to understand the importance of awareness and regulation of their thinking processes in clinical practice.

A Conceptual Model for Teaching Critical Thinking in a Knowledge Economy

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Chadwick, Clifton

2011-01-01

Critical thinking, viewed as rational and analytic thinking, is crucial for participation in a knowledge economy and society. This article provides a brief presentation of the importance of teaching critical thinking in a knowledge economy; suggests a conceptual model for teaching thinking; examines research on the historical role of teachers in…

Think Tanks: At Work – 2010-2011 Think Tank Initiative Annual ...

International Development Research Centre (IDRC) Digital Library (Canada)

2011-11-24

Nov 24, 2011 ... In its latest Annual Report, the Think Tank Initiative reflects on its third year of programming and showcases the institutions it supports. Learn about the valuable research these think tanks lead, the contexts under which they operate, their achievements, as well as the challenges and strategies they face.

Effects of Innovative Science and Mathematics Teaching on Student Attitudes and Achievement: A Meta-Analytic Study

NARCIS (Netherlands)

Savelsbergh, E.R.; Prins, G.T.; Rietbergen, C.; Fechner, S.; Vaessen, B.E.; Draijer, J.M.; Bakker, A.

2016-01-01

Many teaching approaches have been tried to improve student attitudes and achievement in science and mathematics education. Achievement effects have been synthesized, but a systematic overview of attitude effects is missing. This study provides a meta analytic review based on 56 publications

The Effect of Mastery Learning Model with Reflective Thinking Activities on Medical Students' Academic Achievement: An Experimental Study

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Elaldi, Senel

2016-01-01

This study aimed to determine the effect of mastery learning model supported with reflective thinking activities on the fifth grade medical students' academic achievement. Mixed methods approach was applied in two samples (n = 64 and n = 6). Quantitative part of the study was based on a pre-test-post-test control group design with an experiment…

The Role of Visual Learning in Improving Students' High-Order Thinking Skills

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Raiyn, Jamal

2016-01-01

Various concepts have been introduced to improve students' analytical thinking skills based on problem based learning (PBL). This paper introduces a new concept to increase student's analytical thinking skills based on a visual learning strategy. Such a strategy has three fundamental components: a teacher, a student, and a learning process. The…

STUDI KOMPARATIF MODEL PEMBELAJARAN THINK PAIR SQUARE DAN THINK PAIR SHARE TERHADAP MOTIVASI DAN HASIL BELAJAR SISWA MAPEL TIK KELAS X SMA N 1 SUKASADA

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Putu Deli Januartini

2016-10-01

Abstract The purpose of this study were to determine (1 the significant influence of the application of think pair square and think pair share learning model on student’s learning achievement, (2 better learning achievement between think pair square and think pair share learning model, (3 student’s motivation, (4 the student’s responses. The research was a quasi-experimental design experiment with post test only control group design. The population of study was all the students in grade X. The sample were as X1 class with the application of Think Pair Square learning model, X3 class with the application of Think Pair Share learning model, and X5 class with the application of Direct Instruction learning model. The data was collected by cognitive and psychomotor tests. The student’s learning achievement were analyzed by the prerequisite test with the results of the three groups at normal distribution and homogenous, and the hypothesis tested by One Way Anova which means there is a significant effect on the application of think pair square, think pair share, and direct instruction learning models. Then it was conducted a further test t-Scheffe with the results there are differences in the learning achievement between think pair square, think pair share, and direct instruction learning models. According to the average result we made a conclusion that Think Pair Square was better learning models with higher student’s learning achievement. The questionnaires results shows that Think Pair Square was very high positive response and very high learning motivation, Think Pair Share was high positive response and very high learning motivation.   Keywords :   Think Pair Square, Think Pair Share, Direct Instruction, learning achievement, learning motivation, and student response.

How Babies Think

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Bachleda, Amelia R.; Thompson, Ross A.

2018-01-01

Babies think differently than adults, and understanding how they think can help us see their explosive brain growth in everyday behavior. Infants learn language faster than adults do, use statistics to understand how the world works, and even reason about the minds of others. But these achievements can be hidden by their poor self-regulatory…

Think Pair Share (TPS as Method to Improve Student’s Learning Motivation and Learning Achievement

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Hetika Hetika

2018-03-01

Full Text Available This research aims to find out the application of Think Pair Share (TPS learning method in improving learning motivation and learning achievement in the subject of Introduction to Accounting I of the Accounting Study Program students of Politeknik Harapan Bersama. The Method of data collection in this study used observation method, test method, and documentation method. The research instruments used observation sheet, questionnaire and test question. This research used Class Action Research Design which is an action implementation oriented research, with the aim of improving quality or problem solving in a group by carefully and observing the success rate due to the action. The method of analysis used descriptive qualitative and quantitative analysis method. The results showed that the application of Think Pair Share Learning (TPS Method can improve the Learning Motivation and Achievement. Before the implementation of the action, the obtained score is 67% then in the first cycle increases to 72%, and in the second cycle increasws to 80%. In addition, based on questionnaires distributed to students, it also increases the score of Accounting Learning Motivation where the score in the first cycle of 76% increases to 79%. In addition, in the first cycle, the score of pre test and post test of the students has increased from 68.86 to 76.71 while in the second cycle the score of pre test and post test of students has increased from 79.86 to 84.86.

Rigorous Mathematical Thinking Approach to Enhance Students’ Mathematical Creative and Critical Thinking Abilities

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Hidayat, D.; Nurlaelah, E.; Dahlan, J. A.

2017-09-01

The ability of mathematical creative and critical thinking are two abilities that need to be developed in the learning of mathematics. Therefore, efforts need to be made in the design of learning that is capable of developing both capabilities. The purpose of this research is to examine the mathematical creative and critical thinking ability of students who get rigorous mathematical thinking (RMT) approach and students who get expository approach. This research was quasi experiment with control group pretest-posttest design. The population were all of students grade 11th in one of the senior high school in Bandung. The result showed that: the achievement of mathematical creative and critical thinking abilities of student who obtain RMT is better than students who obtain expository approach. The use of Psychological tools and mediation with criteria of intentionality, reciprocity, and mediated of meaning on RMT helps students in developing condition in critical and creative processes. This achievement contributes to the development of integrated learning design on students’ critical and creative thinking processes.

A Soft OR Approach to Fostering Systems Thinking: SODA Maps plus Joint Analytical Process

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Wang, Shouhong; Wang, Hai

2016-01-01

Higher order thinking skills are important for managers. Systems thinking is an important type of higher order thinking in business education. This article investigates a soft Operations Research approach to teaching and learning systems thinking. It outlines the integrative use of Strategic Options Development and Analysis maps for visualizing…

Strategic thinking in turbulent times

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Bratianu Constantin

2017-07-01

Full Text Available The purpose of this paper is to present a structural analysis of strategic thinking spectrum in turbulent times. Business excellence cannot be achieved without a well-defined strategic thinking spectrum able to elaborate and implement strategies in a fast changeable and unpredictable business environment. Strategic thinking means to think for a desirable future which can be ahead 4-5 years of the present time and to make decisions to the best of our knowledge for that unknown business environment. Thus, the research question is: How can we conceive the spectrum of strategic thinking such that we shall be able to deal with a complex and unknown future in achieving a competitive advantage? The methodology used to answer this question is based on metaphorical thinking, and multidimensional analysis. I shall consider four main dimensions: time, complexity, uncertainty, and novelty. On each of these dimensions I shall analyze the known thinking models and their attributes with respect to request formulated in the research question. Then, I shall choose those thinking models that correspond to the future characteristics and integrate them in a continuous spectrum. On each dimension I shall consider three basic thinking models. On the time dimension they are: inertial, dynamic and entropic thinking. On the complexity dimension they are: linear, nonlinear and systemic thinking. On the uncertainty dimension they are: deterministic, probabilistic and chaotic thinking. Finally, on the novelty dimension we have: template, intelligent and creative thinking. Considering all requirements for the unknown future, we conclude that strategic thinking spectrum should contain: entropic, nonlinear and systemic, probabilistic and chaotic, intelligent and creative thinking models. Such a spectrum increases the capacity of our understanding and as a consequence it enhances the capability of making adequate decisions in conditions of complexity and uncertainty.

Thoughts on Thinking: The Challenge of Critical Thinking

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Gary Heisserer

2006-01-01

Full Text Available Central to Halpern’s definition is the idea that the critical thinker must have not only the necessary analytical tools but also the inclination to use them. Implicit in this argument is the reality that as educators, we must facilitate the learning of both critical thinking skills and dispositions. Critical thinking may also involve the dialectical confrontation between two conflicting forces. The first is what we know and believe; the second is that which is different, new, or contrary to what we know or believe. Braman (1998 uses the phrase “disorienting dilemma” to describe the situation when one critically examines a well-formulated position that is directly at odds with a long held, and perhaps cherished, belief (p. 30. It is this dynamic process of exposure, exploration, and evaluation that is central to the liberal arts educator committed to the practice and to the instruction of critical thinking. However, the evaluation of differing perspectives is a necessary but not sufficient condition of critical thinking. Hatcher and Spencer (2000 address this concern in their succinct but compelling definition. They write that critical thinking “attempts to arrive at a decision or judgment only after honestly evaluating alternatives with respect to available evidence and arguments” (p.1. This definition is particularly satisfying because it refers both to a process (the honest evaluation of alternatives and to an advocacy-based result (a decision that is informed by the evidence and arguments.

Visual Thinking and Gender Differences in High School Calculus

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Haciomeroglu, Erhan Selcuk; Chicken, Eric

2012-01-01

This study sought to examine calculus students' mathematical performances and preferences for visual or analytic thinking regarding derivative and antiderivative tasks presented graphically. It extends previous studies by investigating factors mediating calculus students' mathematical performances and their preferred modes of thinking. Data were…

EXAMINATION OF THE COMPUTATIONAL THINKING SKILLS OF STUDENTS

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Agah Tugrul Korucu

2017-01-01

Full Text Available Computational thinking is generally considered as a kind of analytical way of thinking. According to Wings (2008 it shares with mathematical thinking, engineering thinking and scientific thinking in the general ways in which we may use for solving a problem, designing and evaluating complex systems or understanding computability and intelligence as well as the mind and human behaviour. It is generally accepted important that like high order thinking skills the analytical way of thinking should be taught to the children at very early ages. The aim of this study is to investigate the computational thinking skills of secondary school students in terms of different variables. The study group of the research is 160 secondary school students who continue their education at different levels in Konya. The “Computational Thinking Skills Scale” which has been developed by Korkmaz, Çakır and Özden (2015 used for data collection. The scale includes 22 items and it is a 5 point likert type scale. The Cronbach Alpha reliability of the scale has been calculated as 0.80 and it has been found to be valid to measure the computational skills levels of the secondary school students as a result of the analysis. As a result of this research, the computational thinking skill levels of participants differ meaningfully in terms of their class levels, do not differ meaningfully in terms of their genders, do not differ meaningfully in terms of their weekly internet usage durations, do not differ meaningfully in terms of their mobile device usage competence situations, differ meaningfully in terms of their mobile Technologies possession durations.

The Effect of Brain Based Learning on Academic Achievement: A Meta-Analytical Study

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Gozuyesil, Eda; Dikici, Ayhan

2014-01-01

This study's aim is to measure the effect sizes of the quantitative studies that examined the effectiveness of brain-based learning on students' academic achievement and to examine with the meta-analytical method if there is a significant difference in effect in terms of the factors of education level, subject matter, sampling size, and the…

Effects of Computer Based Learning on Students' Attitudes and Achievements towards Analytical Chemistry

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Akcay, Husamettin; Durmaz, Asli; Tuysuz, Cengiz; Feyzioglu, Burak

2006-01-01

The aim of this study was to compare the effects of computer-based learning and traditional method on students' attitudes and achievement towards analytical chemistry. Students from Chemistry Education Department at Dokuz Eylul University (D.E.U) were selected randomly and divided into three groups; two experimental (Eg-1 and Eg-2) and a control…

Achieving Cost Reduction Through Data Analytics.

Science.gov (United States)

Rocchio, Betty Jo

2016-10-01

The reimbursement structure of the US health care system is shifting from a volume-based system to a value-based system. Adopting a comprehensive data analytics platform has become important to health care facilities, in part to navigate this shift. Hospitals generate plenty of data, but actionable analytics are necessary to help personnel interpret and apply data to improve practice. Perioperative services is an important revenue-generating department for hospitals, and each perioperative service line requires a tailored approach to be successful in managing outcomes and controlling costs. Perioperative leaders need to prepare to use data analytics to reduce variation in supplies, labor, and overhead. Mercy, based in Chesterfield, Missouri, adopted a perioperative dashboard that helped perioperative leaders collaborate with surgeons and perioperative staff members to organize and analyze health care data, which ultimately resulted in significant cost savings. Copyright © 2016 AORN, Inc. Published by Elsevier Inc. All rights reserved.

Imbalance between abstract and concrete repetitive thinking modes in schizophrenia.

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Maurage, Pierre; Philippot, Pierre; Grynberg, Delphine; Leleux, Dominique; Delatte, Benoît; Mangelinckx, Camille; Belge, Jan-Baptist; Constant, Eric

2017-10-01

Repetitive thoughts can be divided in two modes: abstract/analytic (decontextualized and dysfunctional) and concrete/experiential (problem-focused and adaptive). They constitute a transdiagnostic process involved in many psychopathological states but have received little attention in schizophrenia, as earlier studies only indexed increased ruminations (related to dysfunctional repetitive thoughts) without jointly exploring both modes. This study explored the two repetitive thinking modes, beyond ruminations, to determine their imbalance in schizophrenia. Thirty stabilized patients with schizophrenia and 30 matched controls completed the Repetitive Response Scale and the Mini Cambridge-Exeter Repetitive Thought Scale, both measuring repetitive thinking modes. Complementary measures related to schizophrenic symptomatology, depression and anxiety were also conducted. Compared to controls, patients with schizophrenia presented an imbalance between repetitive thinking modes, with increased abstract/analytic and reduced concrete/experiential thoughts, even after controlling for comorbidities. Schizophrenia is associated with stronger dysfunctional repetitive thoughts (i.e. abstract thinking) and impaired ability to efficiently use repetitive thinking for current problem-solving (i.e. concrete thinking). This imbalance confirms the double-faced nature of repetitive thinking modes, whose influence on schizophrenia's symptomatology should be further investigated. The present results also claim for evaluating these processes in clinical settings and for rehabilitating the balance between opposite repetitive thinking modes. Copyright © 2017 Elsevier Inc. All rights reserved.

Developing a (Non-Linear) Practice of Design Thinking

Science.gov (United States)

Teal, Randall

2010-01-01

Design thinking can be a powerful way to engage the world, allowing interactive understandings that are both analytic and experiential. When fully functioning, design thinking necessarily calls upon faculties often considered a-rational, a-causal and a-logical. Unfortunately, such faculties often give rise to academic suspicion. That is to say,…

Programming Games for Logical Thinking

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H. Tsalapatas

2013-03-01

Full Text Available Analytical thinking is a transversal skill that helps learners synthesize knowledge across subject areas; from mathematics, science, and technology to critical reading, critical examination, and evaluation of lessons. While most would not doubt the importance of analytical capacity in academic settings and its growing demand for the skill in professional environments, school curricula do not comprehensively address its development. As a result, the responsibility for structuring related learning activities falls to teachers. This work examines learning paradigms that can be integrated into mathematics and science school education for developing logical thinking through game-based exercises based on programming. The proposed learning design promotes structured algorithmic mindsets, is based on inclusive universal logic present in all cultures, and promotes constructivism educational approaches encouraging learners to drive knowledge building by composing past and emerging experiences.

Counterfactual thinking in physics

NARCIS (Netherlands)

Elwenspoek, Michael Curt; Birke, Dorothee; Butter, Michael; Köppe, Tilmann

2011-01-01

Counterfactual thinking plays a key role in research in physics and, I believe, in research in all natural sciences. In this contribution I will describe a few examples of counterfactual thinking, how it is used, the power of this method of inquiry, and the types of results that can be achieved. A

Design Patterns to Achieve 300x Speedup for Oceanographic Analytics in the Cloud

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Jacob, J. C.; Greguska, F. R., III; Huang, T.; Quach, N.; Wilson, B. D.

2017-12-01

We describe how we achieve super-linear speedup over standard approaches for oceanographic analytics on a cluster computer and the Amazon Web Services (AWS) cloud. NEXUS is an open source platform for big data analytics in the cloud that enables this performance through a combination of horizontally scalable data parallelism with Apache Spark and rapid data search, subset, and retrieval with tiled array storage in cloud-aware NoSQL databases like Solr and Cassandra. NEXUS is the engine behind several public portals at NASA and OceanWorks is a newly funded project for the ocean community that will mature and extend this capability for improved data discovery, subset, quality screening, analysis, matchup of satellite and in situ measurements, and visualization. We review the Python language API for Spark and how to use it to quickly convert existing programs to use Spark to run with cloud-scale parallelism, and discuss strategies to improve performance. We explain how partitioning the data over space, time, or both leads to algorithmic design patterns for Spark analytics that can be applied to many different algorithms. We use NEXUS analytics as examples, including area-averaged time series, time averaged map, and correlation map.

Ability to think (Capacidad de pensar

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Badii, M. H.

2005-01-01

Full Text Available Perhaps the most useful skill that you could learn, or practice if you already know it, is critical thinking. This is a conscious effort to “think about thinking.” It challenges you to think about what you are trying to accomplish in a systematic, purposeful, and responsible manner. It also asks how you will know you have reached an adequate conclusion. While critical thinking shares many of the skills and techniques of formal logic (as well as drawing an analytical, creative, and reflective thinking, it introduces attitudes such as open-mindedness, flexibility, skepticism, independence, persistence, relevance, contextual sensitivity, empathy, decisiveness, courage, and humility that will help you reach an understanding of the complex and uncertain issues you will encounter in life. One of the best places to practice critical thinking is in evaluating the reliability of information you see on the Internet. Although this new medium is a wonderful source of information, every thing you see there should be approached with a sense of skepticism and caution.

Critical Thinking in Social Work Education: A Research Synthesis

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Samson, Patricia L.

2016-01-01

In a meta-analytic review of critical thinking in social work education, findings revealed variability in research designs, methods, and subsequent findings. The 10 studies reviewed assessed different components of critical thinking and highlighted different potential moderator variables. Although there are significant limitations to all the…

Development of Critical Thinking in Pharmacy Education

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Michael J Peeters

2016-02-01

Full Text Available The concept of development is ubiquitous throughout higher education. Development of critical thinking, problem-solving, and clinical reasoning are noted as important outcomes in higher education, including health professions education. In this era of widening scrutiny, demonstration of this outcome within programmatic assessment is becoming increasingly important. Programmatic assessment of critical thinking is complicated because of its multiple definitions, array of theoretical frameworks, and variety of measurement instruments. Additionally, recent guidelines and standards for pharmacy education have affirmed “habits of mind,” which are not new to education and encompass analytical critical thinking. In this paper, we sought to provide: 1 an overview of various critical thinking measurement instruments with their different associated critical thinking definitions, 2 a background and framework for thinking using the Dimensions of Learning model, 3 implications and applications for assessing cognitive development (critical and complex thinking within the context of pharmacy education, and 4 specific suggestions for assessment in pharmacy education.   Type: Idea Paper

Critical Thinking in the EFL Context of Iran

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Mansoor Fahim

2014-07-01

Full Text Available Critical thinking defined as the ability to think about your own thinking with a more analytical perspective, has long been an important side of education history. Recently there has been much attention devoted to this concept, particularly in the domain of language education. The present study is a review of the literature and previous studies done on the issue of critical thinking. In the first section an introduction to the study is presented. In the next section, the definitions of the notion of critical thinking from different scholars are put forth. In the third part, we discussed the features and characteristics of a real critical thinker. In the fourth part, the idea of teachability of critical thinking is discussed. It is tried to present some strategies which can enhance critical thinking in students.

Critical thinking: concept analysis from the perspective of Rodger's evolutionary method of concept analysis

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Fábio da Costa Carbogim

Full Text Available ABSTRACT Objective: to analyze the concept of critical thinking (CT in Rodger's evolutionary perspective. Method: documentary research undertaken in the Cinahl, Lilacs, Bdenf and Dedalus databases, using the keywords of 'critical thinking' and 'Nursing', without limitation based on year of publication. The data were analyzed in accordance with the stages of Rodger's conceptual model. The following were included: books and articles in full, published in Portuguese, English or Spanish, which addressed CT in the teaching and practice of Nursing; articles which did not address aspects related to the concept of CT were excluded. Results: the sample was made up of 42 works. As a substitute term, emphasis is placed on 'analytical thinking', and, as a related factor, decision-making. In order, the most frequent preceding and consequent attributes were: ability to analyze, training of the student nurse, and clinical decision-making. As the implications of CT, emphasis is placed on achieving effective results in care for the patient, family and community. Conclusion: CT is a cognitive skill which involves analysis, logical reasoning and clinical judgment, geared towards the resolution of problems, and standing out in the training and practice of the nurse with a view to accurate clinical decision-making and the achieving of effective results.

The Identification and Significance of Intuitive and Analytic Problem Solving Approaches Among College Physics Students

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Thorsland, Martin N.; Novak, Joseph D.

1974-01-01

Described is an approach to assessment of intuitive and analytic modes of thinking in physics. These modes of thinking are associated with Ausubel's theory of learning. High ability in either intuitive or analytic thinking was associated with success in college physics, with high learning efficiency following a pattern expected on the basis of…

Building organizational development among Myanmar think tanks ...

International Development Research Centre (IDRC) Digital Library (Canada)

... diverse and complementary entry points to strengthen analytical thinking and research ... It will strengthen organizational processes, including strategic planning, ... develop organizational processes to improve communication capacity and ...

Analytical approach for confirming the achievement of LMFBR reliability goals

International Nuclear Information System (INIS)

Ingram, G.E.; Elerath, J.G.; Wood, A.P.

1981-01-01

The approach, recommended by GE-ARSD, for confirming the achievement of LMFBR reliability goals relies upon a comprehensive understanding of the physical and operational characteristics of the system and the environments to which the system will be subjected during its operational life. This kind of understanding is required for an approach based on system hardware testing or analyses, as recommended in this report. However, for a system as complex and expensive as the LMFBR, an approach which relies primarily on system hardware testing would be prohibitive both in cost and time to obtain the required system reliability test information. By using an analytical approach, results of tests (reliability and functional) at a low level within the specific system of interest, as well as results from other similar systems can be used to form the data base for confirming the achievement of the system reliability goals. This data, along with information relating to the design characteristics and operating environments of the specific system, will be used in the assessment of the system's reliability

Supernatural belief is not modulated by intuitive thinking style or cognitive inhibition

OpenAIRE

Farias, Miguel; van Mulukom, Valerie; Kahane, Guy; Kreplin, Ute; Joyce, Anna; Soares, Pedro; Oviedo, Lluis; Hernu, Mathilde; Rokita, Karolina; Savulescu, Julian; Möttönen, Riikka

2017-01-01

According to the Intuitive Belief Hypothesis, supernatural belief relies heavily on intuitive thinking—and decreases when analytic thinking is engaged. After pointing out various limitations in prior attempts to support this Intuitive Belief Hypothesis, we tested it across three new studies using a variety of paradigms, ranging from a pilgrimage field study to a neurostimulation experiment. In all three studies, we found no relationship between intuitive or analytical thinking and supernatura...

Development of Analytical Thinking Ability and Attitudes towards Science Learning of Grade-11 Students through Science Technology Engineering and Mathematics (STEM Education) in the Study of Stoichiometry

Science.gov (United States)

Chonkaew, Patcharee; Sukhummek, Boonnak; Faikhamta, Chatree

2016-01-01

The purpose of this study was to investigate the analytical thinking abilities and attitudes towards science learning of grade-11 students through science, technology, engineering, and mathematics (STEM) education integrated with a problem-based learning in the study of stoichiometry. The research tools consisted of a pre- and post-analytical…

Assessing Critical Thinking in Higher Education: The HEIghten™ Approach and Preliminary Validity Evidence

Science.gov (United States)

Liu, Ou Lydia; Mao, Liyang; Frankel, Lois; Xu, Jun

2016-01-01

Critical thinking is a learning outcome highly valued by higher education institutions and the workforce. The Educational Testing Service (ETS) has designed a next generation assessment, the HEIghten™ critical thinking assessment, to measure students' critical thinking skills in analytical and synthetic dimensions. This paper introduces the…

Teach Your Students to Fail Better with Design Thinking

Science.gov (United States)

Long, Christian

2012-01-01

Design thinking is about using design to improve the human experience. It combines collaboration, systems thinking, and a balance of creative and analytical habits. It also fuels what the students want for themselves: making an impact on the real world in real time and having adults take their passions seriously. The process essentially comes down…

Determining the Effects of LMS Learning Behaviors on Academic Achievement in a Learning Analytic Perspective

Directory of Open Access Journals (Sweden)

Mehmet FIRAT

2016-02-01

Full Text Available Two of the most important outcomes of learning analytics are predicting students’ learning and providing effective feedback. Learning Management Systems (LMS, which are widely used to support online and face-to-face learning, provide extensive research opportunities with detailed records of background data regarding users’ behaviors. The purpose of this study was to investigate the effects of undergraduate students’ LMS learning behaviors on their academic achievements. In line with this purpose, the participating students’ online learning behaviors in LMS were examined by using learning analytics for 14 weeks, and the relationship between students’ behaviors and their academic achievements was analyzed, followed by an analysis of their views about the influence of LMS on their academic achievement. The present study, in which quantitative and qualitative data were collected, was carried out with the explanatory mixed method. A total of 71 undergraduate students participated in the study. The results revealed that the students used LMSs as a support to face-to-face education more intensively on course days (at the beginning of the related lessons and at nights on course days and that they activated the content elements the most. Lastly, almost all the students agreed that LMSs helped increase their academic achievement only when LMSs included such features as effectiveness, interaction, reinforcement, attractive design, social media support, and accessibility.

Computational Thinking in Compulsory Education: Towards an Agenda for Research and Practice

Science.gov (United States)

Voogt, Joke; Fisser, Petra; Good, Jon; Mishra, Punya; Yadav, Aman

2015-01-01

Computational Thinking is considered a universal competence, which should be added to every child's analytical ability as a vital ingredient of their school learning. In this article we further elaborate on what Computational Thinking is and present examples of what needs to be taught and how. First we position Computational Thinking in Papert's…

Assessing Thinking Skills in Astro 101: Do We Make an Impact?

Science.gov (United States)

Bruning, D.

2005-12-01

Most instructors agree that a major goal of "Astronomy 101" is to develop thinking skills in our students (Partridge and Greenstein, AER 2, 46, 2003). Much educational research in astronomy has initially concentrated on "best practices" for improving student learning (development of "think-pair-share", lecture tutorials, peer tutoring, etc.). Little has been done to date to assess our efforts to improve student thinking skills and students' desire to think more deeply about the cognitively rich ideas offered in the typical astronomy class. This study surveys several astronomy and physics courses to determine whether general analytical thinking skills increase because of the science course and whether students' attitudes toward cognition improve. Cacioppo, Petty and Kao's "Need for Cognition" scale is used for the latter assessment (J. Personality Assessment 48, 306, 1984). A shortened version of Whimbey and Lochhead's ASI skills instrument is used to assess analytical skills ("Problem Solving and Comprehension," 1986). Preliminary results suggest that students need for cognition does not change in general, although there may be a correlation between increasing need for cognition and improvement in grades through the semester. There is a suggestion that need for cognition is slightly predictive of course performance, but a greater correlation exists between the post-course survey and grades. Gains in general analytical skills have been seen in initial surveys, but correlations with course performance appear elusive.

Assessing Business Student Thinking Skills

Science.gov (United States)

Smith, Gerald F.

2014-01-01

The development of student thinking skills is a major goal of business education. As with other such goals, student outcomes assessment must be undertaken to measure goal achievement. Thinking is difficult to teach; it is also difficult to assess. The purpose of this article is to improve management educators' understanding of student thinking…

Reading Instruction That Increases Thinking Abilities.

Science.gov (United States)

Collins, Cathy

1991-01-01

Analyzes the effects of eight reading and writing lessons designed to increase adolescent thinking ability. Finds that the lessons increased thinking abilities and scholastic achievement of middle school students. Notes that the lessons positively affect students' self-esteem and communication skills. (RS)

Hong Kong Liberals Are WEIRD: Analytic Thought Increases Support for Liberal Policies.

Science.gov (United States)

Talhelm, Thomas

2018-05-01

This study tests whether liberals and conservatives within the same society think as if they were from different cultures. I tested this by measuring the cultural thought style of social liberals and conservatives in Hong Kong (Study 1). Liberals tended to think more analytically (more "WEIRD"), and conservatives tended to think more holistically (more common in East Asia). In Study 2, I trained people to think analytically or holistically before they read articles on political issues. Analytic thought caused people to form more liberal opinions, and holistic thought caused people to form more conservative opinions. The thought training affected participants' responses to a social issue, but not an economic issue or whether they identified as liberal or conservative. This study replicates a previous U.S. finding in an East Asian culture and a different political environment, suggesting that the link between politics and thought style extends beyond the United States.

Systems 1 and 2 thinking processes and cognitive reflection testing in medical students

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Shu Wen Tay

2016-10-01

Results: Ten percent (13/128 of students had the intuitive answers to the three questions (suggesting they generally relied on System 1 thinking while almost half (44% answered all three correctly (indicating full analytical, System 2 thinking. Only 3-13% had incorrect answers (i.e. that were neither the analytical nor the intuitive responses. Non-native English speaking students (n = 11 had a lower mean number of correct answers compared to native English speakers (n = 117: 1.0 s 2.12 respectfully: p < 0.01. As students progressed through questions 1 to 3, the percentage of correct System 2 answers increased and the percentage of intuitive answers decreased in both the pre-clinical and clinical students. Conclusions: Up to half of the medical students demonstrated full or partial reliance on System 1 (intuitive thinking in response to these analytical questions. While their CRT performance has no claims to make as to their future expertise as clinicians, the test may be used in helping students to understand the importance of awareness and regulation of their thinking processes in clinical practice.

Supernatural Belief Is Not Modulated by Intuitive Thinking Style or Cognitive Inhibition.

Science.gov (United States)

Farias, Miguel; van Mulukom, Valerie; Kahane, Guy; Kreplin, Ute; Joyce, Anna; Soares, Pedro; Oviedo, Lluis; Hernu, Mathilde; Rokita, Karolina; Savulescu, Julian; Möttönen, Riikka

2017-11-08

According to the Intuitive Belief Hypothesis, supernatural belief relies heavily on intuitive thinking-and decreases when analytic thinking is engaged. After pointing out various limitations in prior attempts to support this Intuitive Belief Hypothesis, we test it across three new studies using a variety of paradigms, ranging from a pilgrimage field study to a neurostimulation experiment. In all three studies, we found no relationship between intuitive or analytical thinking and supernatural belief. We conclude that it is premature to explain belief in gods as 'intuitive', and that other factors, such as socio-cultural upbringing, are likely to play a greater role in the emergence and maintenance of supernatural belief than cognitive style.

Choice as an engine of analytic thought.

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Savani, Krishna; Stephens, Nicole M; Markus, Hazel Rose

2017-09-01

Choice is a behavioral act that has a variety of well-documented motivational consequences-it fosters independence by allowing people to simultaneously express themselves and influence the environment. Given the link between independence and analytic thinking, the current research tested whether choice also leads people to think in a more analytic rather than holistic manner. Four experiments demonstrate that making choices, recalling choices, and viewing others make choices leads people to think more analytically, as indicated by their attitudes, perceptual judgments, categorization, and patterns of attention allocation. People who made choices scored higher on a subjective self-report measure of analytic cognition compared to whose did not make a choice (pilot study). Using an objective task-based measure, people who recalled choices rather than actions were less influenced by changes in the background when making judgments about focal objects (Experiment 1). People who thought of others' behaviors as choices rather than actions were more likely to group objects based on categories rather than relationships (Experiment 2). People who recalled choices rather than actions subsequently allocated more visual attention to focal objects in a scene (Experiment 3). Together, these experiments demonstrate that choice has important yet previously unexamined consequences for basic psychological processes such as attention and cognition. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

On three forms of thinking: magical thinking, dream thinking, and transformative thinking.

Science.gov (United States)

Ogden, Thomas H

2010-04-01

The author believes that contemporary psychoanalysis has shifted its emphasis from the understanding of the symbolic meaning of dreams, play, and associations to the exploration of the processes of thinking, dreaming, and playing. In this paper, he discusses his understanding of three forms of thinking-magical thinking, dream thinking, and transformative thinking-and provides clinical illustrations in which each of these forms of thinking figures prominently. The author views magical thinking as a form of thinking that subverts genuine thinking and psychological growth by substituting invented psychic reality for disturbing external reality. By contrast, dream thinking--our most profound form of thinking-involves viewing an emotional experience from multiple perspectives simultaneously: for example, the perspectives of primary process and secondary process thinking. In transformative thinking, one creates a new way of ordering experience that allows one to generate types of feeling, forms of object relatedness, and qualities of aliveness that had previously been unimaginable.

Does thinking style make a difference in environmental perception and orientation?

DEFF Research Database (Denmark)

Jahanshahi, Asghar Afshar; Brem, Alexander; Shahabinezhad, Mohammad

2018-01-01

prefer more tangible data, information, facts, and analytical tools, and entrepreneurs with nonlinear or non-rational thinking styles rely more on internal feelings, impressions, imagination, creativity, and sensations when making important organizational decisions. By using cross-sectional survey data......Styles of thinking set different paths for an entrepreneur's perception and strategic action. In order to understand the environmental consequences of a thinking style, we investigated the relations between entrepreneurs' linear and nonlinear styles of thinking with their perception...... of environmental uncertainty in their businesses. Furthermore, we tested the effect of the entrepreneurs' linear and nonlinear style of thinking on their newly established firms' orientation towards preserving the surrounding internal and external environment. Entrepreneurs with linear or rational thinking styles...

A Study Of Student's Independent Thinking As Manifested In Real Achievement Situation

OpenAIRE

Karaja, Adbul Qader I. [عبد القادر اسماعيل كراجه

1998-01-01

The major aim of the paper is to examine to what extent expectancy as an expression of perceived ability is related to amount of independent thinking as manifested in the examination situation, and to what extent the latter is a determinant of grades. A randomly selected sample of 117 students, 77 female and 40 male were asked one week before their examination of psychology to estimate as realistically as possible the grades (1.4-4.0) in fact they think they will get in the examination0 ...

The Effect of (Think-Pair-Share) Strategy on the Achievement of Third Grade Student in Sciences in the Educational District of Irbid

Science.gov (United States)

Hamdan, Ribhi Khaleel Ahmad

2017-01-01

The current research aims at knowing the impact of (Think-Pair-Share) strategy on the achievement of third grade student in sciences in the educational district of Irbid, it was used the semi experimental in this study, the sample of study consisted of (120) students of third grade student in the educational district of Irbid, They were…

The emergence of think tanks and mediator intellectuals in Turkey

OpenAIRE

Fındıklı, Burhan

2015-01-01

Tezin basılısı İstanbul Şehir Üniversitesi Kütüphanesi'ndedir. This study examines the rise and development of think tanks in Turkey over the past five decades from a field-analytical perspective. In spite of the rapid growth and increasing effects of think tanks, few case studies have been conducted on the historical and current influences of these institutions in Turkey. Based on fourteen in-depth interviews with staff members of various think tanks, first hand observations, secondary re...

The Comparison of Learning Model Viewed from the Students Thinking Style

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Mohamad Nur Fauzi

2017-09-01

Full Text Available The aim of the research was to determine the effect of learning models with scientific approach, characteristics thinking style, the interaction between learning model with scientific approach and characteristics thinking style toward mathematics achievement. This research was quasi-experimental research with factorial design 2 x 4. The population of research was all students of the seven graders of junior high school in Surakarta city in academic year 2016/2017. The sample of research consists of 190 students. The data in the research was two ways analysis of variance with unequal cells, with the 5% level of significance. The results of the research were as follow: (1 SFEs Learning model gave better mathematics achievement than direct instruction model: (2 Characteristics of Sequential concret (SK, sequential abstract (SA, random concret (AK, and random abstract (AA thinking styles give the same effect on mathematics learning achievement; (3 In each learning model with SK, SA, AK, and AA thinking style characteristics have the same mathematics learning achievement. (4 In each of the SK, SA, AK, and AA thinking styles that are subject to the SFEs learning model and direct learning have the same mathematical learning achievement.

Physicians’ Critical Thinking and Patients’ Satisfaction Level: a Case Study of Tabriz Sina Treatment and Educational Center

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Bahram Jalilzadeh Amin

2014-12-01

Full Text Available Introduction: Critical thinking is rational and sound thinking that involves investigation and review of opinions followed by actions and decision-making based on reasons with accurate and rational results. In our modern, complex world, we encounter multiple changes and competition in society, especially when it comes to using the latest technology; society must progress in this trend. Medical science is not exempt in this regard, considering that critical thinking is necessary in fulfilling its goals. This research aims to investigate the physicians’ critical thinking and patient satisfaction level in the Tabriz Sina Treatment and Educational Center.Methods: This study is both descriptive and analytical, and the statistical population involves all physicians and the patients of the Tabriz Sina Treatment and Educational Center in 2013. About 30 physicians and 170 patients were selected randomly, and data were collected using the Watson and Glaser critical thinking questionnaire, as well as the Mogimi and Ramazan patient satisfaction questionnaire. The data were then analyzed by Pearson correlation and regression analysis. Results: The results showed that there was a significant and positive relationship between critical thinking and patient satisfaction in all dimensions except identification. Changes in critical thinking dimensions also changed patient satisfaction. The regression test showed that the critical thinking independent variable effect on the dependent variable was 0.558, which indicated a relatively strong correlation between these variables.Conclusion: Although the critical thinking of the physicians and medical staff is important in patient satisfaction, there is no progress towards these goals in the health system. Healthcare authorities should try to empower critical thinking in order to achieve organizational goals.

Computational thinking in compulsory education: Towards an agenda for research and practice

NARCIS (Netherlands)

Voogt, J.; Fisser, P.; Good, J.; Mishra, P.; Yadav, A.

2015-01-01

Computational Thinking is considered a universal competence, which should be added to every child’s analytical ability as a vital ingredient of their school learning. In this article we further elaborate on what Computational Thinking is and present examples of what needs to be taught and how. First

What's Going on in This Picture? Visual Thinking Strategies and Adult Learning

Science.gov (United States)

Landorf, Hilary

2006-01-01

The Visual Thinking Strategies (VTS) curriculum and teaching method uses art to help students think critically, listen attentively, communicate, and collaborate. VTS has been proven to enhance reading, writing, comprehension, and creative and analytical skills among students of all ages. The origins and procedures of the VTS curriculum are…

Influences of an Inquiry-based Ubiquitous Gaming Design on Students' Learning Achievements, Motivation, Behavioral Patterns, and Tendency towards Critical Thinking and Problem Solving

Science.gov (United States)

Hwang, Gwo-Jen; Chen, Chih-Hung

2017-01-01

In this paper, an inquiry-based ubiquitous gaming approach was proposed. The objective of the study was to enhance students' performances in in-field learning activities. To show the advantages of the approach, an experiment was carried out to assess the effects of it on students' learning achievement, motivation, critical thinking, and problem…

Critical thinking as a self-regulatory process component in teaching and learning.

Science.gov (United States)

Phan, Huy P

2010-05-01

This article presents a theoretically grounded model of critical thinking and self-regulation in the context of teaching and learning. Critical thinking, deriving from an educational psychology perspective is a complex process of reflection that helps individuals become more analytical in their thinking and professional development. My conceptualisation in this discussion paper argues that both theoretical orientations (critical thinking and self-regulation) operate in a dynamic interactive system of teaching and learning. My argument, based on existing research evidence, suggests two important points: (i) critical thinking acts as another cognitive strategy of self-regulation that learners use in their learning, and (ii) critical thinking may be a product of various antecedents such as different self-regulatory strategies.

MEMFASILITASI HIGHER ORDER THINKING SKILLS DALAM PERKULIAHAN BIOLOGI SEL MELALUI MODEL INTEGRASI ATRIBUT ASESMEN FORMATIF

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Sigit Saptono

2017-02-01

Full Text Available Abstrak ___________________________________________________________________ Higher order thinking skills sangat dibutuhkan untuk memahami permasalahan dan esensi materi perkuliahan Biologi Sel. Studi dengan desain Research and Development ini bertujuan untuk mengembangkan kemampuan penalaran dan berpikir analitik mahasiswa calon guru biologi melalui penerapan model pembelajaran Integrasi Atribut Asesmen Formatif (IAAF. Sejumlah 61 mahasiswa program studi Pendidikan Biologi Universitas Negeri Semarang semester tiga yang sedang menempuh mata kuliah Biologi Sel menjadi subjek penelitian. Kemampuan penalaran dan berpikir analitik mahasiswa diukur melalui tugas individu, tugas kelompok pembuatan peta konsep dan penyusunan laporan reviu artikel, dan 30 item soal berbentuk selected response questions dan constructed response questions tervalidasi. Hasil analisis data menunjukkan bahwa kemampuan penalaran dan berpikir analitik mahasiswa dapat berkembang secara signifikan, meskipun perkembangan kemampuan argumentasi, salah satu kategori kemampuan berpikir analitik, masih perlu perhatian yang cukup serius.   Abstract ___________________________________________________________________ Higher order thinking skills are needed to understand the problem and the essence of the lecture material Biology Sel. Study design Research and Development aims to develop reasoning skills and analytic thinking biology student teachers through the application of learning models Integration Attributes Formative Assessment (IAAF. Some 61 students of Biology Education Semarang State University who is doing his third semester courses Cell Biology is the subject of research. Analytical reasoning and thinking ability of students is measured through individual assignments, group assignments concept map creation and preparation of the Review articles, and 30 items about the shape of the selected response and constructed response questions, validated questions. The result showed

The control of ventilation during exercise: a lesson in critical thinking.

Science.gov (United States)

Bruce, Richard M

2017-12-01

Learning the basic competencies of critical thinking are very important in the education of any young scientist, and teachers must be prepared to help students develop a valuable set of analytic tools. In my experience, this is best achieved by encouraging students to study areas with little scientific consensus, such as the control mechanisms of the exercise ventilatory response, as it can allow greater objectivity when evaluating evidence, while also giving students the freedom to think independently and problem solve. In this article, I discuss teaching strategies by which physiology, biomedical science, and sport science students can simultaneously develop their understanding of respiratory control mechanisms and learn to critically analyze evidence thoroughly. This can be best achieved by utilizing both teacher-led and student-led learning environments, the latter of which encourages the development of learner autonomy and independent problem solving. In this article, I also aim to demonstrate a systematic approach of critical assessment that students can be taught, adapt, and apply independently. Among other things, this strategy involves: 1 ) defining the precise phenomenon in question; 2 ) understanding what investigations must demonstrate to explain the phenomenon and its underlying mechanisms; 3 ) evaluating the explanations/mechanisms of the phenomenon and the evidence for them; and 4 ) forming strategies to produce strong evidence, if none exists. Copyright © 2017 the American Physiological Society.

Nature and Key Elements of the Ukrainian Think Tanks

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Constantine Petrovich Kurylev

2015-12-01

Full Text Available The article is devoted to the activities of the Ukrainian think tanks in the context of studying “the Center of it. A. Razumkov” activity, which is supposed to be the leading Ukrainian think tank. The authors examined in detail the mechanisms and principles of the center’s work, analyzed the activity of key experts including A. Gritsenko, G. Sherr, P. Rozenko, A. Melnyk, I. Zhdanov, V. Chaly, Yu. Mostovaya, N. Martynenko, A. Rachok and sources of funding. The researchers highlighted a number of issues of the Ukrainian system of analytical centers, including the closed system of decision making at the state and local authorities level, the lack of demand for the services of independent analytical structures by public authorities, weak financial, material and technical base, the absence of staff training, poor communication between the centers, insufficient use of the Internet, software and hardware, information-analytical systems, and so on. While analyzing their activities the author comes to the conclusion that they have mostly been funded by various agencies (including foreign ones and used in opposition between the local political and financial elites. As a result their expert assessments and analytics very often did not reflect the real situation. Within the civil war in Ukraine in 2013-2014’s these think tanks finally turned into an instrument of information and psychological war, being discredited by their actual support to the actors which had staged a coup and started a struggle against their own nation.

LEAN thinking in Finnish healthcare.

Science.gov (United States)

Jorma, Tapani; Tiirinki, Hanna; Bloigu, Risto; Turkki, Leena

2016-01-01

Purpose - The purpose of this study is to evaluate how LEAN thinking is used as a management and development tool in the Finnish public healthcare system and what kind of outcomes have been achieved or expected by using it. The main focus is in managing and developing patient and treatment processes. Design/methodology/approach - A mixed-method approach incorporating the Webropol survey was used. Findings - LEAN is quite a new concept in Finnish public healthcare. It is mainly used as a development tool to seek financial savings and to improve the efficiency of patient processes, but has not yet been deeply implemented. However, the experiences from LEAN initiatives have been positive, and the methodology is already quite well-known. It can be concluded that, because of positive experiences from LEAN, the environment in Finnish healthcare is ready for the deeper implementation of LEAN. Originality/value - This paper evaluates the usage of LEAN thinking for the first time in the public healthcare system of Finland as a development tool and a management system. It highlights the implementation and achieved results of LEAN thinking when used in the healthcare environment. It also highlights the expectations for LEAN thinking in Finnish public healthcare.

Real-World Problems: Engaging Young Learners in Critical Thinking

Science.gov (United States)

Cole, Bronwyn; McGuire, Margit

2012-01-01

Critical thinking is a process that can be taught. It involves "evaluating the accuracy, credibility, and worth of information and lines of reasoning. Critical thinking is reflective, logical, evidence-based, and has a purposeful quality to it--that is, the learner thinks critically in order to achieve a particular goal." The authors have found…

Teaching cell biology in the large-enrollment classroom: methods to promote analytical thinking and assessment of their effectiveness.

Science.gov (United States)

Kitchen, Elizabeth; Bell, John D; Reeve, Suzanne; Sudweeks, Richard R; Bradshaw, William S

2003-01-01

A large-enrollment, undergraduate cellular biology lecture course is described whose primary goal is to help students acquire skill in the interpretation of experimental data. The premise is that this kind of analytical reasoning is not intuitive for most people and, in the absence of hands-on laboratory experience, will not readily develop unless instructional methods and examinations specifically designed to foster it are employed. Promoting scientific thinking forces changes in the roles of both teacher and student. We describe didactic strategies that include directed practice of data analysis in a workshop format, active learning through verbal and written communication, visualization of abstractions diagrammatically, and the use of ancillary small-group mentoring sessions with faculty. The implications for a teacher in reducing the breadth and depth of coverage, becoming coach instead of lecturer, and helping students to diagnose cognitive weaknesses are discussed. In order to determine the efficacy of these strategies, we have carefully monitored student performance and have demonstrated a large gain in a pre- and posttest comparison of scores on identical problems, improved test scores on several successive midterm examinations when the statistical analysis accounts for the relative difficulty of the problems, and higher scores in comparison to students in a control course whose objective was information transfer, not acquisition of reasoning skills. A novel analytical index (student mobility profile) is described that demonstrates that this improvement was not random, but a systematic outcome of the teaching/learning strategies employed. An assessment of attitudes showed that, in spite of finding it difficult, students endorse this approach to learning, but also favor curricular changes that would introduce an analytical emphasis earlier in their training.

Determining the Effects of LMS Learning Behaviors on Academic Achievement in a Learning Analytic Perspective

OpenAIRE

Mehmet FIRAT

2016-01-01

Two of the most important outcomes of learning analytics are predicting students’ learning and providing effective feedback. Learning Management Systems (LMS), which are widely used to support online and face-to-face learning, provide extensive research opportunities with detailed records of background data regarding users’ behaviors. The purpose of this study was to investigate the effects of undergraduate students’ LMS learning behaviors on their academic achievements. In line with this pur...

A Meta-Analytic Review of Studies of the Effectiveness of Small-Group Learning Methods on Statistics Achievement

Science.gov (United States)

Kalaian, Sema A.; Kasim, Rafa M.

2014-01-01

This meta-analytic study focused on the quantitative integration and synthesis of the accumulated pedagogical research in undergraduate statistics education literature. These accumulated research studies compared the academic achievement of students who had been instructed using one of the various forms of small-group learning methods to those who…

Probing concept of critical thinking in nursing education in Iran: a concept analysis.

Science.gov (United States)

Tajvidi, Mansooreh; Ghiyasvandian, Shahrzad; Salsali, Mahvash

2014-06-01

Given the wide disagreement over the definition of critical thinking in different disciplines, defining and standardizing the concept according to the discipline of nursing is essential. Moreover, there is limited scientific evidence regarding critical thinking in the context of nursing in Iran. The aim of this study was to analyze and clarify the concept of critical thinking in nursing education in Iran. We employed the hybrid model to define the concept of critical thinking. The hybrid model has three interconnected phases--the theoretical phase, the fieldwork phase, and the final analytic phase. In the theoretical phase, we searched the online scientific databases (such as Elsevier, Wiley, CINAHL, Proquest, Ovid, and Springer as well as Iranian databases such as SID, Magiran, and Iranmedex). In the fieldwork phase, a purposive sample of 17 nursing faculties, PhD students, clinical instructors, and clinical nurses was recruited. Participants were interviewed by using an interview guide. In the analytical phase we compared the data from the theoretical and the fieldwork phases. The concept of critical thinking had many different antecedents, attributes, and consequences. Antecedents, attributes, and consequences of critical thinking concept identified in the theoretical phase were in some ways different and in some way similar to antecedents, attributes, and consequences identified in the fieldwork phase. Finally critical thinking in nursing education in Iran was clarified. Critical thinking is a logical, situational, purposive, and outcome-oriented thinking process. It is an acquired and evolving ability which develops individually. Such thinking process could lead to the professional accountability, personal development, God's consent, conscience appeasement, and personality development. Copyright © 2014. Published by Elsevier B.V.

The heuristic-analytic theory of reasoning: extension and evaluation.

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Evans, Jonathan St B T

2006-06-01

An extensively revised heuristic-analytic theory of reasoning is presented incorporating three principles of hypothetical thinking. The theory assumes that reasoning and judgment are facilitated by the formation of epistemic mental models that are generated one at a time (singularity principle) by preconscious heuristic processes that contextualize problems in such a way as to maximize relevance to current goals (relevance principle). Analytic processes evaluate these models but tend to accept them unless there is good reason to reject them (satisficing principle). At a minimum, analytic processing of models is required so as to generate inferences or judgments relevant to the task instructions, but more active intervention may result in modification or replacement of default models generated by the heuristic system. Evidence for this theory is provided by a review of a wide range of literature on thinking and reasoning.

Use of critical thinking in the diagnostic process.

Science.gov (United States)

Lunney, Margaret

2010-01-01

To demonstrate use of critical thinking in the diagnostic process in order to achieve accuracy of nursing diagnoses. The 7 cognitive skills and 10 habits of mind identified as important for nursing in a Delphi study by Scheffer and Rubenfeld are applied to the diagnostic process using a published case study of a woman with heart failure. Taking into account all data from the case study and using the concepts of critical thinking, two high-accuracy nursing diagnoses were selected to guide nursing interventions. Because the specific types of critical thinking needed for accurate diagnosing are not known, nurses should develop all 17 of the cognitive skills and habits of mind so these thinking abilities are available when needed. The 17 critical thinking concepts should be combined with domain knowledge, e.g., nursing diagnoses, to think about thinking, which will improve critical thinking processes.

Thinking in a foreign language, fast and slow

Directory of Open Access Journals (Sweden)

Turula Anna

2016-06-01

Full Text Available Several studies (Keysar et al., 2012; Lazar et al., 2014 suggest that decisions made in a foreign language are more rational. The authors imply that when thinking in a language which is not our native tongue, analytical, slow, deep-thinking is activated. The question that underlies the present article is whether this is a characteristic of every mental operation in the foreign medium. Studies carried out by Costa et al. (2014, Geipel et al. (2015 and Hadjichristidis et al. (2015 suggest the issue is much more complex than it may seem.

How Consumers’ Styles of Thinking Can Control Brand Dilution

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Monga Alokparna Basu

2018-05-01

Full Text Available Understanding consumers’ ways of thinking can help identify strategies to limit brand damage and elicit more favorable reactions from disapproving consumers. Analytic thinkers’ beliefs about a brand are diluted when they see negative information; those of holistic thinkers remain unaffected. While both analytic and holistic thinkers blame the brand equally for quality and manufacturing problems, holistic thinkers are more likely to blame contextual factors outside of the brand than analytic thinkers. This ability of holistic thinkers to focus on the outside context is the reason why their brand beliefs are not diluted.

Effects of basic character design and animation concepts using the flipped learning and project-based learning approach on learning achievement and creative thinking of higher education students

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Autapao, Kanyarat; Minwong, Panthul

2018-01-01

Creative thinking was an important learning skill in the 21st Century via learning and innovation to promote students' creative thinking and working with others and to construct innovation. This is one of the important skills that determine the readiness of the participants to step into the complex society. The purposes of this research were 1) to compare the learning achievement of students after using basic character design and animation concepts using the flipped learning and project-based learning and 2) to make a comparison students' creative thinking between pretest and posttest. The populations were 29 students in Multimedia Technology program at Thepsatri Rajabhat University in the 2nd semester of the academic year 2016. The experimental instruments were lesson plans of basic character design and animation concepts using the flipped learning and project based learning. The data collecting instrument was creative thinking test. The data were analyzed by the arithmetic mean, standard deviation and The Wilcoxon Matched Pairs Signed-Ranks Test. The results of this research were 1) the learning achievement of students were statistically significance of .01 level and 2) the mean score of student's creativity assessment were statistically significance of .05 level. When considering all of 11 KPIs, showed that respondents' post-test mean scores higher than pre-test. And 5 KPIs were statistically significance of .05 level, consist of Originality, Fluency, Elaboration, Resistance to Premature Closure, and Intrinsic Motivation. It's were statistically significance of .042, .004, .049, .024 and .015 respectively. And 6 KPIs were non-statistically significant, include of Flexibility, Tolerance of Ambiguity, Divergent Thinking, Convergent Thinking, Risk Taking, and Extrinsic Motivation. The findings revealed that the flipped learning and project based learning provided students the freedom to simply learn on their own aptitude. When working together with project

An Innovative Thinking-Based Intelligent Information Fusion Algorithm

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Huimin Lu

2013-01-01

Full Text Available This study proposes an intelligent algorithm that can realize information fusion in reference to the relative research achievements in brain cognitive theory and innovative computation. This algorithm treats knowledge as core and information fusion as a knowledge-based innovative thinking process. Furthermore, the five key parts of this algorithm including information sense and perception, memory storage, divergent thinking, convergent thinking, and evaluation system are simulated and modeled. This algorithm fully develops innovative thinking skills of knowledge in information fusion and is a try to converse the abstract conception of brain cognitive science to specific and operable research routes and strategies. Furthermore, the influences of each parameter of this algorithm on algorithm performance are analyzed and compared with those of classical intelligent algorithms trough test. Test results suggest that the algorithm proposed in this study can obtain the optimum problem solution by less target evaluation times, improve optimization effectiveness, and achieve the effective fusion of information.

CREATE Cornerstone: Introduction to Scientific Thinking, a New Course for STEM-Interested Freshmen, Demystifies Scientific Thinking through Analysis of Scientific Literature

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Gottesman, Alan J.; Hoskins, Sally G.

2013-01-01

The Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment (CREATE) strategy for teaching and learning uses intensive analysis of primary literature to improve students’ critical-thinking and content integration abilities, as well as their self-rated science attitudes, understanding, and confidence. CREATE also supports maturation of undergraduates’ epistemological beliefs about science. This approach, originally tested with upper-level students, has been adapted in Introduction to Scientific Thinking, a new course for freshmen. Results from this course's initial semesters indicate that freshmen in a one-semester introductory course that uses a narrowly focused set of readings to promote development of analytical skills made significant gains in critical-thinking and experimental design abilities. Students also reported significant gains in their ability to think scientifically and understand primary literature. Their perceptions and understanding of science improved, and multiple aspects of their epistemological beliefs about science gained sophistication. The course has no laboratory component, is relatively inexpensive to run, and could be adapted to any area of scientific study. PMID:23463229

Examining the relationship between critical-thinking skills and decision-making ability of emergency medicine students.

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Heidari, Mohammad; Ebrahimi, Parvin

2016-10-01

Critical-thinking ability would enable students to think creatively and make better decisions and makes them make a greater effort to concentrate on situations related to clinical matters and emergencies. This can bridge the gap between the clinical and theoretical training. Therefore, the aim of the present study is to examine the relationship between critical-thinking ability and decision-making skills of the students of Emergency Medicine. This descriptive and analytical research was conducted on all the students of medical emergency students ( n = 86) in Shahrekord, Iran. The demographic information questionnaire, the California Critical Thinking Skills Test, and a decision-making researcher-made questionnaire were used to collect data. The data were analyzed by SPSS software version 16 using descriptive and analytical statistical tests and Pearson's correlation coefficient. The results of the present study indicate that the total mean score for the critical thinking was 8.32 ± 2.03 and for decision making 8.66 ± 1.89. There is a significant statistical relationship between the critical-thinking score and decision-making score ( P critical-thinking skills and decision-making ability are essential for medical emergency professional competence, the results of this study show that these skills are poor among the students.

Assessing the Value of Structured Analytic Techniques in the U.S. Intelligence Community

Science.gov (United States)

2016-01-01

Analytic Techniques, and Why Do Analysts Use Them? SATs are methods of organizing and stimulating thinking about intelligence problems. These methods... thinking ; and imaginative thinking techniques encourage new perspectives, insights, and alternative scenarios. Among the many SATs in use today, the...more transparent, so that other analysts and customers can bet - ter understand how the judgments were reached. SATs also facilitate group involvement

Collaboration and critical thinking in an online chemistry environment

Science.gov (United States)

Kershisnik, Elizabeth Irene

The purpose of this dissertation was to examine collaboration and student's critical thinking and cognitive achievement within online chemistry courses. This quantitative study focused on the apparent lack of research relating collaboration and critical thinking in online science courses. Collaboration was determined using the small group collaboration model coding scheme, which examined student postings in asynchronous discussion forums for quantity, equality, and shareness. Critical thinking was measured using the chemistry concept reasoning test, the online self-diagnostic test, and also asynchronous student homework discussion postings that were coded using the community of inquiry cognitive presence indicators. Finally cognitive achievement was determined using quiz scores and the student's final grade. Even though no significant findings were revealed in this exploratory quasi-experimental study, this research did add to the educational technology knowledge base since very few studies have investigated the chemistry discipline in an online environment. Continued research in this area is vital to understanding how critical thinking progresses, how it can be assessed, and what factors in the classroom, be it virtual or face-to-face, have the greatest effect on critical thinking.

The Relationship between Critical Thinking Disposition and Self-Esteem

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Shirin Iranfar

2013-12-01

Full Text Available Introduction: Critical Thinking Disposition indicates individual’s inclination to Critical Thinking, which is one of the domains of personality. Individual characteristics are important and influential factors in the growth and development of students’ Critical Thinking. One of these influential characteristics might be self-esteem, thus this study was to determine the correlation between Critical Thinking Disposition and self-esteem in medical students. Methods: In an analytical cross-sectional study, 289 medical students were selected through stratified random sampling method in Kermanshah University of Medical Sciences in 2011. The instrument for data collection was a questionnaire containing 3 parts: demographic data, California Critical Thinking Disposition Inventory, and Cooper-Smith Self-Esteem Inventory. The results were analyzed by SPSS-16 using descriptive statistics, Pearson and Spearman Correlation Coefficient, ANOVA, Chi-Square and Fisher exact test. Results: Results showed that 98.6% (285 of students had deficiency, 1.4% (4 ambivalence and nobody had positive critical thinking disposition. There was a significantly negative correlation between Critical Thinking Disposition and self-esteem (r=-0.462, P<0.001. Also, there was no a significant relationship between two groups of low self-esteem , high self-esteem , negative and ambivalent Critical Thinking Disposition. Conclusion: It seems that Critical Thinking Disposition, like other psychological variables, is influenced by social factors and social environment plays a role in promoting or undermining it. So, similar studies are recommended to investigate the factors affecting Critical Thinking in medical students.

USING THINK-PAIR-SHARE TO IMPROVE SPEAKING ACHIEVEMENT OF THE SECOND SEMESTER ENGLISH STUDY PROGRAM OF TRIDINANTI UNIVERSITY PALEMBANG

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Jenny Elvinna Manurung

2017-09-01

Full Text Available The study aimed at improving the speaking achievement of the second semester students of Tridinanti Palembang by using Think-Pair-Share strategy (TPR. This study was an action research study. The steps in conducting the study were planning, actions and observation of action and reflections. The population of the study was all of the second semester students of Tridinanti University in the academic year 2016/2017. The sample used one class (10students. The data collections used by the researcher were tests and observation. The learning improvement indicators included in two things; (1 learning achievement, (2 teaching and learning process. In the study, the implementation was conducted into two cycles. The results showed that the average score of students’ speaking achievement was 66 in cycle I and the observation result was 62.82. The result had not been reached the target yet that was >70. At least more than 85% students could achieve the score above 70. Thus, cycle II was necessary to be implemented. In cycle II, the average score of speaking test was 81and the observation result was 81.06. The students had reached the target and the cycle was stopped. In conclusion, the implementation of TPR had brought significant improvement to the students’ speaking achievement.

The Effect of Scratch- and Lego Mindstorms Ev3-Based Programming Activities on Academic Achievement, Problem-Solving Skills and Logical-Mathematical Thinking Skills of Students

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Korkmaz, Özgen

2016-01-01

The aim of this study was to investigate the effect of the Scratch and Lego Mindstorms Ev3 programming activities on academic achievement with respect to computer programming, and on the problem-solving and logical-mathematical thinking skills of students. This study was a semi-experimental, pretest-posttest study with two experimental groups and…

What are 'Think Tanks'? Revisiting the Dilemma of the Definition

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Juliana Cristina Rosa Hauck

2017-08-01

Full Text Available 'Think tanks' (TTs are 'sui generis' organizations that have been proliferating, playing more and more the role of very relevant actors on the political scene in clashes over interests, preferences and ideas for the formation of public policies. The definition of 'think tank', however, creates a conceptual gap that causes serious limitations on the development of this field of study. Excessive generality or inflexibility in the use of the concept raises questions about the validity of the category. Either way, the 'trade offs' of the conceptual choices have delineated a not very useful concept of think tank to both inter-contextual and inter-organizational comparability and to differentiate think thanks from overlapping organizations. The article revisits some of these dilemmas. To do so, the treatment in the specialized literature of the analytic category, highlighting both the insensitivity of the traditional North American matrix to different national contexts and its obsolescence to the changes in the context of TTs' action, including their own context of origin, is explained. In shedding light on promising conceptual contributions, the main contribution of the present article is the proposal of the radial structuring of the concept of think tanks as 'boundary spanners', as advanced by Medvetz, and of corresponding indicators to deal with the large variation in the substantive properties of the operationalization of the adopted concept. Thus, the aim is to reduce non-specificities in the analytic category and the dissent of its social significance, which demands less abstraction facing the exploratory state of the field of study.

Bases for conceptualisation of the notion of expert thinking

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Krnjaić Zora

2012-01-01

Full Text Available Institute of Psychology, Faculty of Philosophy, University of Belgrade This paper presents the bases for conceptualisation of the notion of expert thinking: the key concepts from the L.S. Vygotsky's theory and modern theories of giftedness, as well as empirical findings about the differences in achievement of gifted students from different academic study groups. We first present the conceptual core of the notion of expert thinking, i.e. the concept of artificial development from the sociocultural-historical theory of Vygotsky. Then we proceed to the bases which refer to relevant theoretical discussions and empirical findings about the development of giftedness and expertise, indicating that the phenomena of giftedness and expert thinking can be considered as general developmental psychological problems and in the context of general cognitive development and thinking. Special part refers to empirical data about differences in achievement in psychological tests by the most successful intellectually gifted students from various academic study groups. The paper also includes the working definition of expert thinking, which is defined as thinking of higher order, developed under the influence of culture and systematic education, in the course of which deep knowledge structures are acquired, enabling performance of specific patterns of intellectual operations which depend on particular epistemological nature of individual knowledge domains.

Thought and from Thinking Analysis to Experiment De sign

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Nihat Aycan

2016-08-01

Full Text Available The purpose of the current study is to discuss thought with extension of thinking, one of the main concepts of philosophy education, on the basis of analytical philosophy and philosophy of decomposition and to explain its importance for chemistry. From elementary school to university, experiments to be conducted by students in chemistry laboratories are given them like recipes and they are asked to make their experiments according to these recipes. In fact, by using the thinking style imparted to students in class, they must design an experiment and through the practical thinking skills they have gained again in the class, they must conduct the experiment according to this design. Therefore, understanding thought and thinking in relation to chemistry education is of great importance. In the methodology of the current study, holistic approach was adopted. Descriptive survey method was used and document analysis was conducted. In the study, the difference between the concepts of thought and thinking and personal and socio-cultural factors and concepts giving rise to their emergence and their uniqueness and importance were evaluated. As a result, the conditions in which the instruction about the concept of thinking could be integrated into chemistry education were discussed. Finally, the conditions of thinking instruction to students and teachers was explained and contribution of thinking instruction to students and teachers was given.

Effect of individual thinking styles on item selection during study time allocation.

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Jia, Xiaoyu; Li, Weijian; Cao, Liren; Li, Ping; Shi, Meiling; Wang, Jingjing; Cao, Wei; Li, Xinyu

2018-04-01

The influence of individual differences on learners' study time allocation has been emphasised in recent studies; however, little is known about the role of individual thinking styles (analytical versus intuitive). In the present study, we explored the influence of individual thinking styles on learners' application of agenda-based and habitual processes when selecting the first item during a study-time allocation task. A 3-item cognitive reflection test (CRT) was used to determine individuals' degree of cognitive reliance on intuitive versus analytical cognitive processing. Significant correlations between CRT scores and the choices of first item selection were observed in both Experiment 1a (study time was 5 seconds per triplet) and Experiment 1b (study time was 20 seconds per triplet). Furthermore, analytical decision makers constructed a value-based agenda (prioritised high-reward items), whereas intuitive decision makers relied more upon habitual responding (selected items from the leftmost of the array). The findings of Experiment 1a were replicated in Experiment 2 notwithstanding ruling out the possible effects from individual intelligence and working memory capacity. Overall, the individual thinking style plays an important role on learners' study time allocation and the predictive ability of CRT is reliable in learners' item selection strategy. © 2016 International Union of Psychological Science.

Conflict Monitoring in Dual Process Theories of Thinking

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De Neys, Wim; Glumicic, Tamara

2008-01-01

Popular dual process theories have characterized human thinking as an interplay between an intuitive-heuristic and demanding-analytic reasoning process. Although monitoring the output of the two systems for conflict is crucial to avoid decision making errors there are some widely different views on the efficiency of the process. Kahneman…

Thinking Critically about Critical Thinking

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Mulnix, Jennifer Wilson

2012-01-01

As a philosophy professor, one of my central goals is to teach students to think critically. However, one difficulty with determining whether critical thinking can be taught, or even measured, is that there is widespread disagreement over what critical thinking actually is. Here, I reflect on several conceptions of critical thinking, subjecting…

Which Is the Better Prompt in Thinking-Aloud Studies, "What Are You Trying to Achieve?" or "Keep Talking"?

DEFF Research Database (Denmark)

Hertzum, Morten; Hansen, Kristin Due; Sønderstrup-Andersen, Hans H. K.

2009-01-01

Thinking aloud is widely used for usability evaluation but generally in a relaxed way that conflicts with the prescriptions of the classic model for obtaining valid verbalizations of thought processes. We investigate whether participants that think aloud in the classic or relaxed way behave...... differently compared to performing in silence. Results indicate that whereas classic thinking aloud has little or no effect on behaviour apart from prolonging tasks, relaxed thinking aloud affects behaviour in multiple ways. During relaxed thinking aloud participants took longer to solve tasks, spent a larger...... part of tasks on general distributed visual behaviour, issued more commands to navigate both within and between the pages of the web sites used in the experiment, and experienced higher mental workload....

Stimulating Creativity: Modulation of Convergent and Divergent Thinking by Transcranial Direct Current Stimulation (tDCS)

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Zmigrod, Sharon; Colzato, Lorenza S.; Hommel, Bernhard

2015-01-01

Creativity has been conceptualized as involving 2 distinct components; divergent thinking, the search for multiple solutions to a single problem, and convergent thinking, the quest for a single solution either through an analytical process or the experience of insight. Studies have demonstrated that these abilities can be improved by cognitive…

[Description of clinical thinking by the dual-process theory].

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Peña G, Luis

2012-06-01

Clinical thinking is a very complex process that can be described by the dual-process theory, it has an intuitive part (that recognizes patterns) and an analytical part (that tests hypotheses). It is vulnerable to cognitive bias that professionals must be aware of, to minimize diagnostic errors.

Re-thinking instructional strategies for enhancing gender equity in ...

African Journals Online (AJOL)

Re-thinking instructional strategies for enhancing gender equity in learning ... instructional mode on the cognitive achievement of boys and girls in primary science. ... Results revealed no statistically significant difference in the achievement of ...

How Radiologists Think: Understanding Fast and Slow Thought Processing and How It Can Improve Our Teaching.

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van der Gijp, Anouk; Webb, Emily M; Naeger, David M

2017-06-01

Scholars have identified two distinct ways of thinking. This "Dual Process Theory" distinguishes a fast, nonanalytical way of thinking, called "System 1," and a slow, analytical way of thinking, referred to as "System 2." In radiology, we use both methods when interpreting and reporting images, and both should ideally be emphasized when educating our trainees. This review provides practical tips for improving radiology education, by enhancing System 1 and System 2 thinking among our trainees. Copyright © 2017 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

Instructional Model and Thinking Skill in Chemistry Class

Science.gov (United States)

Langkudi, H. H.

2018-02-01

Chemistry course are considered a difficult lesson for students as evidenced by low learning outcomes on daily tests, mid-semester tests as well as final semester tests. This research intended to investigate the effect of instructional model, thinking skill and the interaction of these variables on students’ achievement in chemistry. Experimental method was applying used 2 x 2 factorial design. The results showed that the use of instructional model with thinking skill influences student’s learning outcomes, so that the chemistry teacher is recommended to pay attention to the learning model, and adjusted to the student’s skill thinking on the chemistry material being taught. The conclusion of this research is that discovery model is suitable for students who have formal thinking skill and conventional model is fit for the students that have concrete thinking skill.

What Is Design Thinking and Why Is It Important?

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Razzouk, Rim; Shute, Valerie

2012-01-01

Design thinking is generally defined as an analytic and creative process that engages a person in opportunities to experiment, create and prototype models, gather feedback, and redesign. Several characteristics (e.g., visualization, creativity) that a good design thinker should possess have been identified from the literature. The primary purpose…

PENINGKATAN KEMAMPUAN REPRESENTASI MATEMATIS MELALUI MODEL PEMBELAJARAN KOOPERATIF THINK PAIR SHARE

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Yunni Arnidha

2016-04-01

Full Text Available This study aims to analyze the improvement of students’ mathematicalrepresentation achievement taught by cooperative learning think pair share andstudents’ mathematical representation achievement taught by conventional method.This study is quasi experimental with Pretest –Posttest Control Group Design. Thisstudy conducted at SMPN 3 Pringsewu. The population was all of the eight gradestudents at SMPN 3 Pringsewu, with the samples of this study consists of the VIII-2class as the experiment class and VIII-5 class as the control class. To obtain thedata, it used mathematical representation achievement test instrument. The dataanalysis was conducted to know the average difference between two samples usingt-test. The result showed the improvement of mathematical representationachievement taught by cooperative learning think pair share is better than thestudents taught by conventional learning method.Keywords: think pair share model, conventional learning method,Mathematical representation

An illustration of whole systems thinking.

Science.gov (United States)

Kalim, Kanwal; Carson, Ewart; Cramp, Derek

2006-08-01

The complexity of policy-making in the NHS is such that systemic, holistic thinking is needed if the current government's plans are to be realized. This paper describes systems thinking and illustrates its value in understanding the complexity of the diabetes National Service Framework (NSF); its role in identifying problems and barriers previously not predicted; and in reaching conclusions as to how it should be implemented. The approach adopted makes use of soft systems methodology (SSM) devised by Peter Checkland. This analysis reveals issues relating to human communication, information provision and resource allocation needing to be addressed. From this, desirable and feasible changes are explored as means of achieving a more effective NSF, examining possible changes from technical, organizational, economic and cultural perspectives. As well as testing current health policies and plans, SSM can be used to test the feasibility of new health policies. This is achieved by providing a greater understanding and appreciation of what is happening in the real world and how people work. Soft systems thinking is the best approach, given the complexity of health care. It is a flexible, cost-effective solution, which should be a prerequisite before any new health policy is launched.

Developing Strategic Thinking in Business Education

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Contantin BRĂTIANU

2015-09-01

Full Text Available The new business environment becomes more and more turbulent with rapid and unpredictable changes. Operational management focusing on present issues and profit maximization is not able to look into the future and anticipate market dynamics. Companies need to develop strategic management as an overarching framework able to search into the future and construct strategies for achieving a competitive advantage. That needs a new way of thinking and decision making. The core of that process is strategic thinking. The purpose of this paper is to analyze the content of strategic thinking and to investigate how it is developed in business education. I shall analyze the content of strategic thinking using a metaphorical approach and considering a spectrum of monochromatic thinking models based on some determinant features. For the second part I performed a survey based on a questionnaires addressed to 5000 students enrolled in undergraduate and graduate programs of economics and business from the main schools of economic sciences in Romania. The questionnaire contains 47 items able to reveal the dimensions of the strategic thinking pattern we consider of being significant for the managers in this new knowledge economy. Results show the need for improving the content of business education curriculum, and the teaching approach.

PBL and critical thinking disposition in Chinese medical students – A randomized cross-sectional stu

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XiangYun Du

2013-07-01

Full Text Available The purpose of this study was to explore the relationship of problem-based learning (PBL and the development of critical thinking disposition (CT and academic achievement in Chinese medical students using a cross-sectional randomized design. Medical students from China Medical University (CMU were randomized to PBL or non-PBL teaching at the commencement of the study. After five years of study, CT was scored by a Chinese version of the California Critical Thinking Disposition Inventory (CCTDI-CV. The score achieved on a Computer Case Simulation (CCS test evaluated academic performance. Total CT score was higher in PBL students (n=170 than non-PBL students (n=83 (304.7±36.8 vs. 279.2±39.4, p < 0.01. Subscale CT-scores were significant in favor of PBL in six of the seven subscales (truth seeking, open-mindedness, analyticity, systematicity, inquisitiveness, maturity. There was no significant difference in terms of gender on the total CT score, though minor differences were seen in subscales favoring female PBL students. PBL students had higher CCS scores than non-PBL students, but not significantly (112.8±20.6 vs. 107.3±16.5; p=0.11. There was no significant correlation between CCS scores and CCTDI-CV results. Male students scored slightly higher on the CCS test compared to female students (male 113.4±18.9 vs. female 109.7±19.7, but the difference was not significant. This study concludes that in Chinese medical students, PBL teaching was related to a higher disposition of critical thinking, but not to improved academic skills.

Critical Thinking and Constructivism: Mambo Dog Fish to the Banana Patch

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Boghossian, Peter

2012-01-01

Constructivist pedagogies cannot achieve their critical thinking ambitions. Constructivism, and constructivist epistemological presuppositions, actively thwarts the critical thinking process. Using Wittgenstein's private language argument, this paper argues that corrective mechanisms--the ability to correct a student's propositions and cognitions…

Debate Instruction in EFL Classroom: Impacts on the Critical Thinking and Speaking Skill

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Jaya Nur Iman

2017-11-01

Full Text Available The research was aimed to find out whether or not using debate significantly improved the students’ critical thinking and speaking skill achievements and how much debate contributed to each aspect of critical thinking and speaking skill. A quasi-experimental study of non-equivalent pretest- posttest control group design was used in this research. The findings showed that (1 there was a significant improvement in critical thinking and speaking skill, (2 there was also a significant mean difference between the experimental and control groups, (3 there was high contribution of the debate toward the whole aspects of critical thinking (0.821 or 82.1%. Partially, the contribution of each aspect of Critical Thinking (CT toward critical thinking (total achievement was as follows: context was 32.3%, issue was 26.2%, implication was 20.1%, and assumption was 6.6%. On the other side, there was high contribution of the debate toward the whole aspects of Speaking Skill (0.961 or 96.1%. Partially, the contribution of each aspect of Speaking Skill (SS toward Speaking Skill (total achievement was as follows: fluency was 67.4%, grammar was 13.7%, pronunciation was 8.3%, comprehension was 5.4%, and vocabulary was 1.4%.

Systems engineering, systems thinking, and learning a case study in space industry

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Moser, Hubert Anton

2014-01-01

This book focuses on systems engineering, systems thinking, and how that thinking can be learned in practice. It describes a novel analytical framework based on activity theory for understanding how systems thinking evolves and how it can be improved to support multidisciplinary teamwork in the context of system development and systems engineering. This method, developed using data collected over four years from three different small space systems engineering organizations, can be applied in a wide variety of work activities in the context of engineering design and beyond in order to monitor and analyze multidisciplinary interactions in working teams over time. In addition, the book presents a practical strategy called WAVES (Work Activity for a Evolution of Systems engineering and thinking), which fosters the practical learning of systems thinking with the aim of improving process development in different industries. The book offers an excellent resource for researchers and practitioners interested in system...

Reflections on Klein's radical notion of phantasy and its implications for analytic practice.

Science.gov (United States)

Blass, Rachel B

2017-06-01

Analysts may incorporate many of Melanie Klein's important contributions (e.g., on preoedipal dynamics, envy, and projective identification) without transforming their basic analytic approach. In this paper I argue that adopting the Kleinian notion of unconscious phantasy is transformative. While it is grounded in Freud's thinking and draws out something essential to his work, this notion of phantasy introduces a radical change that defines Kleinian thinking and practice and significantly impacts the analyst's basic clinical approach. This impact and its technical implications in the analytic situation are illustrated and discussed. Copyright © 2017 Institute of Psychoanalysis.

Students’ thinking level based on intrapersonal intelligence

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Sholikhati, Rahadian; Mardiyana; Retno Sari Saputro, Dewi

2017-12-01

This research aims to determine the students’ thinking level based on bloom taxonomy guidance and reviewed from students' Intrapersonal Intelligence. Taxonomy bloom is a taxonomy that classifies the students' thinking level into six, ie the remembering, understanding, applying, analyzing, creating, and evaluating levels. Students' Intrapersonal Intelligence is the intelligence associated with awareness and knowledge of oneself. The type of this research is descriptive research with qualitative approach. The research subject were taken by one student in each Intrapersonal Intelligence category (high, moderate, and low) which then given the problem solving test and the result was triangulated by interview. From this research, it is found that high Intrapersonal Intelligence students can achieve analyzing thinking level, subject with moderate Intrapersonal Intelligence being able to reach the level of applying thinking, and subject with low Intrapersonal Intelligence able to reach understanding level.

On Military Innovation: Toward an Analytical Framework

OpenAIRE

Ross, Andrew L

2010-01-01

What is military innovation? How should we think about Chinese military innovation? By developing an analytical framework that captures both the components of military innovation (technology, doctrine, and organization) and the continuum of change, we can better assess the nature, extent, and importance of contemporary Chinese military innovation.

Organization of a cognitive activity of students when teaching analytical chemistry

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А. Tapalova

2012-12-01

Full Text Available Qualitative analysis allows using basic knowledge of general and inorganic chemistry for the solution of practical problems, disclosure the chemism of the processes that are fundamental for  the methods of analysis. Systematic qualitative analysis develops analytical thinking, establishes a scientific style of thinking of students.Сhemical analysis requires certain skills and abilities and develops the general chemical culture of the future teachers оn chemistry. The result can be evaluated in the course of self-control, peer review, and solving creative problems. Mastering the techniques of critical thinking (comparison, abstraction, generalization and their use in a particular chemical material - are necessary element in the formation of professional thinking of the future chemistry teacher.

Think Pair Share with Formative Assessment for Junior High School Student

Science.gov (United States)

Pradana, O. R. Y.; Sujadi, I.; Pramudya, I.

2017-09-01

Geometry is a science related to abstract thinking ability so that not many students are able to understand this material well. In this case, the learning model plays a crucial role in improving student achievement. This means that a less precise learning model will cause difficulties for students. Therefore, this study provides a quantitative explanation of the Think Pair Share learning model combined with the formative assessment. This study aims to test the Think Pair Share with the formative assessment on junior high school students. This research uses a quantitative approach of Pretest-Posttest in control group and experiment group. ANOVA test and Scheffe test used to analyse the effectiveness this learning. Findings in this study are student achievement on the material geometry with Think Pair Share using formative assessment has increased significantly. This happens probably because this learning makes students become more active during learning. Hope in the future, Think Pair Share with formative assessment be a useful learning for teachers and this learning applied by the teacher around the world especially on the material geometry.

teachers pattern of instruction and location on pupils critical thinking ...

African Journals Online (AJOL)

LUCY

pupils' critical thinking in science achievement in Imo State. To achieve ... such scientific attitudes such as persistence, objectivity, ... abilities out of the learners right from the primary school. ... effectively conceptualizing generalized methods.

New Teaching Techniques to Improve Critical Thinking. The Diaprove Methodology

Science.gov (United States)

Saiz, Carlos; Rivas, Silvia F.

2016-01-01

The objective of this research is to ascertain whether new instructional techniques can improve critical thinking. To achieve this goal, two different instruction techniques (ARDESOS--group 1--and DIAPROVE--group 2--) were studied and a pre-post assessment of critical thinking in various dimensions such as argumentation, inductive reasoning,…

Types and sequences of self-regulated reading of low-achieving adolescents in relation to reading task achievement

NARCIS (Netherlands)

de Milliano, Ilona; van Gelderen, Amos; Sleegers, P.J.C.

2016-01-01

This study examines the relationship between types and sequences of self-regulated reading activities in task-oriented reading with quality of task achievement of 51 low-achieving adolescents (Grade 8). The study used think aloud combined with video observations to analyse the students' approach of

Life cycle thinking in impact assessment—Current practice and LCA gains

Energy Technology Data Exchange (ETDEWEB)

Bidstrup, Morten, E-mail: Bidstrup@plan.aau.dk

2015-09-15

It has been advocated that life cycle thinking (LCT) should be applied in impact assessment (IA) to a greater extent, since some development proposals pose a risk of significant impacts throughout the interconnected activities of product systems. Multiple authors have proposed the usage of life cycle assessment (LCA) for such analytical advancement, but little to no research on this tool application has been founded in IA practice so far. The aim of this article is to elaborate further on the gains assigned to application of LCA. The research builds on a review of 85 Danish IA reports, which were analysed for analytical appropriateness and application of LCT. Through a focus on the non-technical summary, the conclusion and the use of specific search words, passages containing LCT were searched for in each IA report. These passages were then analysed with a generic framework. The results reveal that LCT is appropriate for most of the IAs, but that LCA is rarely applied to provide such a perspective. Without LCA, the IAs show mixed performance in regard to LCT. Most IAs do consider the product provision of development proposals, but they rarely relate impacts to this function explicitly. Many IAs do consider downstream impacts, but assessments of upstream, distant impacts are generally absent. It is concluded that multiple analytical gains can be attributed to greater application of LCA in IA practice, though some level of LCT already exists. - Highlights: • Life cycle thinking is appropriate across the types and topics of impact assessment. • Yet, life cycle assessment is rarely used for adding such perspective. • Impact assessment practice does apply some degree of life cycle thinking. • However, application of life cycle assessment could bring analytical gains.

Life cycle thinking in impact assessment—Current practice and LCA gains

International Nuclear Information System (INIS)

Bidstrup, Morten

2015-01-01

It has been advocated that life cycle thinking (LCT) should be applied in impact assessment (IA) to a greater extent, since some development proposals pose a risk of significant impacts throughout the interconnected activities of product systems. Multiple authors have proposed the usage of life cycle assessment (LCA) for such analytical advancement, but little to no research on this tool application has been founded in IA practice so far. The aim of this article is to elaborate further on the gains assigned to application of LCA. The research builds on a review of 85 Danish IA reports, which were analysed for analytical appropriateness and application of LCT. Through a focus on the non-technical summary, the conclusion and the use of specific search words, passages containing LCT were searched for in each IA report. These passages were then analysed with a generic framework. The results reveal that LCT is appropriate for most of the IAs, but that LCA is rarely applied to provide such a perspective. Without LCA, the IAs show mixed performance in regard to LCT. Most IAs do consider the product provision of development proposals, but they rarely relate impacts to this function explicitly. Many IAs do consider downstream impacts, but assessments of upstream, distant impacts are generally absent. It is concluded that multiple analytical gains can be attributed to greater application of LCA in IA practice, though some level of LCT already exists. - Highlights: • Life cycle thinking is appropriate across the types and topics of impact assessment. • Yet, life cycle assessment is rarely used for adding such perspective. • Impact assessment practice does apply some degree of life cycle thinking. • However, application of life cycle assessment could bring analytical gains

Desire thinking: what is it and what drives it?

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Caselli, Gabriele; Spada, Marcantonio M

2015-05-01

The aim of this study was to provide an overview of the construct of desire thinking and test a metacognitive model of desire thinking and craving, based on the work of Spada, Caselli and Wells (2012; 2013), which aims to explain the perseveration of desire thinking. We conducted two studies involving four clinical samples (total N = 493) and a community sample (N = 494) presenting with different addictive behaviors. The relationships among variables were examined by testing the fit of path models within each sample. In the model presented it was proposed that positive metacognitions about desire thinking are associated with, in turn, imaginal prefiguration and verbal perseveration, marking the activation of desire thinking. Verbal perseveration is then associated to negative metacognitions about desire thinking and craving denoting the pathological escalation of desire thinking. Finally, a direct association between positive metacognitions about desire thinking and negative metacognitions about desire thinking would mark those occasions where target-achieving behaviour runs as an automatized schemata without the experience of craving. Results indicated a good model fit in the clinical sample and a variation in the model structure in the community sample. These findings provide further support for the application of metacognitive theory to desire thinking and craving in addictive behaviors. Copyright © 2014 Elsevier Ltd. All rights reserved.

Dual processing theory and experts' reasoning: exploring thinking on national multiple-choice questions.

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Durning, Steven J; Dong, Ting; Artino, Anthony R; van der Vleuten, Cees; Holmboe, Eric; Schuwirth, Lambert

2015-08-01

An ongoing debate exists in the medical education literature regarding the potential benefits of pattern recognition (non-analytic reasoning), actively comparing and contrasting diagnostic options (analytic reasoning) or using a combination approach. Studies have not, however, explicitly explored faculty's thought processes while tackling clinical problems through the lens of dual process theory to inform this debate. Further, these thought processes have not been studied in relation to the difficulty of the task or other potential mediating influences such as personal factors and fatigue, which could also be influenced by personal factors such as sleep deprivation. We therefore sought to determine which reasoning process(es) were used with answering clinically oriented multiple-choice questions (MCQs) and if these processes differed based on the dual process theory characteristics: accuracy, reading time and answering time as well as psychometrically determined item difficulty and sleep deprivation. We performed a think-aloud procedure to explore faculty's thought processes while taking these MCQs, coding think-aloud data based on reasoning process (analytic, nonanalytic, guessing or combination of processes) as well as word count, number of stated concepts, reading time, answering time, and accuracy. We also included questions regarding amount of work in the recent past. We then conducted statistical analyses to examine the associations between these measures such as correlations between frequencies of reasoning processes and item accuracy and difficulty. We also observed the total frequencies of different reasoning processes in the situations of getting answers correctly and incorrectly. Regardless of whether the questions were classified as 'hard' or 'easy', non-analytical reasoning led to the correct answer more often than to an incorrect answer. Significant correlations were found between self-reported recent number of hours worked with think-aloud word count

Assessing Complex Learning Objectives through Analytics

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Horodyskyj, L.; Mead, C.; Buxner, S.; Semken, S. C.; Anbar, A. D.

2016-12-01

A significant obstacle to improving the quality of education is the lack of easy-to-use assessments of higher-order thinking. Most existing assessments focus on recall and understanding questions, which demonstrate lower-order thinking. Traditionally, higher-order thinking is assessed with practical tests and written responses, which are time-consuming to analyze and are not easily scalable. Computer-based learning environments offer the possibility of assessing such learning outcomes based on analysis of students' actions within an adaptive learning environment. Our fully online introductory science course, Habitable Worlds, uses an intelligent tutoring system that collects and responds to a range of behavioral data, including actions within the keystone project. This central project is a summative, game-like experience in which students synthesize and apply what they have learned throughout the course to identify and characterize a habitable planet from among hundreds of stars. Student performance is graded based on completion and accuracy, but two additional properties can be utilized to gauge higher-order thinking: (1) how efficient a student is with the virtual currency within the project and (2) how many of the optional milestones a student reached. In the project, students can use the currency to check their work and "unlock" convenience features. High-achieving students spend close to the minimum amount required to reach these goals, indicating a high-level of concept mastery and efficient methodology. Average students spend more, indicating effort, but lower mastery. Low-achieving students were more likely to spend very little, which indicates low effort. Differences on these metrics were statistically significant between all three of these populations. We interpret this as evidence that high-achieving students develop and apply efficient problem-solving skills as compared to lower-achieving student who use more brute-force approaches.

Components of metacognition and metacognitive properties of forecasting as determinants of supra-situational pedagogical thinking

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Kashapov, Mergalуаs M.

2017-03-01

Full Text Available This article describes the functions of metacognition and the role of these functions in professional pedagogical thinking (PPT: the discovery of the emergence of a problemacy, the organization of cognition processes, and the management of the comprehension and resolution of the problem situation. Thinking is related to the metacognitive activity of a subject. Components and strategies of metacognition are included in the PPT process and define (by means of conscious or unconscious regulation the efficiency of discovering and solving problems in an interpersonal interaction situation that must be comprehended and transformed. One of the conditions providing for realization of the supra-situational thinking of professionals is a high level of metacognitive activity, although the level of the pronouncedness of metacognitive activity does not depend on the subject’s possessing basic professional education. We have created and tested new psychodiagnostic techniques aimed at defining the level of forecasting in problem (conflict situations and at evaluating metacognitive knowledge and activity. The sample group included about 800 people (university lecturers, school teachers, and teachers who train college students. It was proved that the metacognitive focus of forecasting stimulates the formation and development of various forecasting types: proactive, retroactive, and interactive. Forecasting is viewed as a metacognitive component of supra-situational thinking and a component of the cognitive side of communication. Situational and supra- situational types of pedagogical thinking are shown to have different properties and different orientations toward forecasting activity; these properties and orientations determine the differentiation and hierarchization of these types of thinking. It was discovered that the metacognitive properties of supra-situational thinking are achieved through a high degree of integration of all basic forecasting qualities

Gender differences in algebraic thinking ability to solve mathematics problems

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Kusumaningsih, W.; Darhim; Herman, T.; Turmudi

2018-05-01

This study aimed to conduct a gender study on students' algebraic thinking ability in solving a mathematics problem, polyhedron concept, for grade VIII. This research used a qualitative method. The data was collected using: test and interview methods. The subjects in this study were eight male and female students with different level of abilities. It was found that the algebraic thinking skills of male students reached high group of five categories. They were superior in terms of reasoning and quick understanding in solving problems. Algebraic thinking ability of high-achieving group of female students also met five categories of algebraic thinking indicators. They were more diligent, tenacious and thorough in solving problems. Algebraic thinking ability of male students in medium category only satisfied three categories of algebraic thinking indicators. They were sufficient in terms of reasoning and understanding in solving problems. Algebraic thinking ability group of female students in medium group also satisfied three categories of algebraic thinking indicators. They were fairly diligent, tenacious and meticulous on working on the problems.

Practicing What We Preach: Assessing "Critical Thinking" in Organic Chemistry

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Stowe, Ryan L.; Cooper, Melanie M.

2017-01-01

Organic chemistry is often promoted as a course designed to cultivate skill in scientific "ways of thinking." Expert organic chemists perceive their field as one in which plausible answers to complex questions are arrived at through analytical thought processes. They draw analogy between problem solving in organic chemistry and diagnosis…

Critical Thinking Skills Of Junior High School Female Students With High Mathematical Skills In Solving Contextual And Formal Mathematical Problems

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Ismail; Suwarsono, St.; Lukito, A.

2018-01-01

Critical thinking is one of the most important skills of the 21st century in addition to other learning skills such as creative thinking, communication skills and collaborative skills. This is what makes researchers feel the need to conduct research on critical thinking skills in junior high school students. The purpose of this study is to describe the critical thinking skills of junior high school female students with high mathematical skills in solving contextual and formal mathematical problems. To achieve this is used qualitative research. The subject of the study was a female student of eight grade junior high school. The students’ critical thinking skills are derived from in-depth problem-based interviews using interview guidelines. Interviews conducted in this study are problem-based interviews, which are done by the subject given a written assignment and given time to complete. The results show that critical thinking skills of female high school students with high math skills are as follows: In solving the problem at the stage of understanding the problem used interpretation skills with sub-indicators: categorization, decode, and clarify meaning. At the planning stage of the problem-solving strategy is used analytical skills with sub-indicators: idea checking, argument identification and argument analysis and evaluation skills with sub indicators: assessing the argument. In the implementation phase of problem solving, inference skills are used with subindicators: drawing conclusions, and problem solving and explanatory skills with sub-indicators: problem presentation, justification procedures, and argument articulation. At the re-checking stage all steps have been employed self-regulatory skills with sub-indicators: self-correction and selfstudy.

The Effect of Cooperative Learning Model Script and Think-Pair-Share to Critical Thinking Skills, Social Attitude and Learning Outcomes Cognitive Biology of multiethnic High School Students

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Didimus Tanah Boleng

2015-03-01

Full Text Available Pengaruh Model Pembelajaran Cooperative Script dan Think-Pair-Share terhadap Keterampilan Berpikir Kritis, Sikap Sosial, dan Hasil Belajar Kognitif Biologi Siswa SMA Multietnis   Abstract: Biological learning process with multiethnic students requires a learning models which allow students to work independently, to work together in small groups, and to share with other groups. The purpose of this study was to determine the effect of learning models, ethnicity, and the interaction of learning model and ethnic on critical thinking skills, social attitudes, and cognitive achievement. This quasi experimental study was conducted in 11th grade of Natural Science Class Highschool students with six ethnicaly and Junior Highschool National score groups consisted of 132 samples. The results of Covarian Analysis showed that the learning models significantly affected the social attitudes and increased the critical thinking skills and cognitive achievement. Ethnicity significantly affected the social attitudes and cognitive achievement. Interaction of learning models and ethnicity significantly affected students social attitudes. Key Words: cooperative script, think-pair-share, critical thinking skills, social attitudes, biology cognitive achievement, multiethnic students Abstrak: Pengelolaan proses pembelajaran biologi pada siswa multietnis memerlukan model pembelajaran yang memungkinkan siswa bekerja mandiri, bekerja sama dalam kelompok kecil, dan berbagi dengan kelompok lain. Tujuan penelitian ini untuk mengetahui pengaruh model pembelajaran, etnis, serta interaksi model pembelajaran dan etnis terhadap keterampilan berpikir kritis, sikap sosial, dan hasil belajar kognitif biologi siswa. Penelitian eksperimen semu ini dilakukan di kelas XI IPA SMA dengan sampel sebanyak 132 orang siswa terbagi dalam enam kelas yang homogen berdasarkan etnis dan nilai ujian nasional SMP siswa. Hasil analisis data dengan menggunakan Analisis Kovarian menunjukkan bahwa model

Flexible or leaky attention in creative people? Distinct patterns of attention for different types of creative thinking.

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Zabelina, Darya; Saporta, Arielle; Beeman, Mark

2016-04-01

Creativity has been putatively linked to distinct forms of attention, but which aspects of creativity and which components of attention remains unclear. Two experiments examined how divergent thinking and creative achievement relate to visual attention. In both experiments, participants identified target letters (S or H) within hierarchical stimuli (global letters made of local letters), after being cued to either the local or global level. In Experiment 1, participants identified the targets more quickly following valid cues (80% of trials) than following invalid cues. However, this smaller validity effect was associated with higher divergent thinking, suggesting that divergent thinking was related to quicker overcoming of invalid cues, and thus to flexible attention. Creative achievement was unrelated to the validity effect. Experiment 2 examined whether divergent thinking (or creative achievement) is related to "leaky attention," so that when cued to one level of a stimulus, some information is still processed, or leaks in, from the non-cued level. In this case, the cued stimulus level always contained a target, and the non-cued level was congruent, neutral, or incongruent with the target. Divergent thinking did not relate to stimulus congruency. In contrast, high creative achievement was related to quicker responses to the congruent than to the incongruent stimuli, suggesting that real-world creative achievement is indeed associated with leaky attention, whereas standard laboratory tests of divergent thinking are not. Together, these results elucidate distinct patterns of attention for different measures of creativity. Specifically, creative achievers may have leaky attention, as suggested by previous literature, whereas divergent thinkers have selective yet flexible attention.

Educating Grade 6 students for higher-order thinking and its influence on creativity

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Wajeeh Daher

2017-08-01

Full Text Available Educating students for higher-order thinking provides them with tools that turn them into more critical thinkers. This supports them in overcoming life problems that they encounter, as well as becoming an integral part of the society. This students’ education is attended to by educational organisations that emphasise the positive consequences of educating students for higher-order thinking, including creative thinking. One way to do that is through educational programmes that educate for higher-order thinking. One such programme is the Cognitive Research Trust (CoRT thinking programme. The present research intended to examine the effect of the participation of Grade 6 students in a CoRT programme on their creative thinking. Fifty-three students participated in the research; 27 participated in a CoRT programme, while 26 did not participate in such programme. The ANCOVA test showed that the students who participated in the CoRT programme outperformed significantly, in creative thinking, the students who did not. Moreover, the students in the CoRT programme whose achievement scores were between 86 and 100 outperformed significantly the other achievement groups of students. Furthermore, students with reported high ability outperformed significantly the other ability groups of students. The results did not show statistically significant differences in students’ creativity attributed to gender.

Learning styles and critical thinking relationship in baccalaureate nursing education: a systematic review.

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Andreou, Christos; Papastavrou, Evridiki; Merkouris, Anastasios

2014-03-01

Critical thinking is a desirable competency for contemporary nurses although there are growing concerns supporting a disturbing paucity in its achievement. Learning styles reflect habitual behaviors which determine distinct preferences within learning situations. Evidence suggests that critical thinking could evolve through learning processes. Variances in critical thinking achievement by nursing students might therefore be influenced by individual learning preferences. The concepts "learning styles" and "critical thinking" have been independently examined in the nursing literature. No reviews were found however exploring their association in nursing education. To identify the potential relationships between learning styles and critical thinking in baccalaureate nursing students. Systematic review. Eleven electronic databases were utilized without geographical and time publishing filters. Hand-searching journals and scanning references from retrieved studies were also performed. Databases were searched for descriptive correlational studies which considered the relationship between learning styles and critical thinking in baccalaureate nursing students. The authors independently progressed three stage screening. Retrieved articles were reviewed at title, abstract and full text levels according to predetermined criteria. All included studies were quality appraised using a rating tool for descriptive studies. Six studies were finally included. Findings were grouped under four key themes: predominant learning styles, critical thinking scoring, critical thinking evolution across academic progress and learning styles-critical thinking correlations. Learning styles' diversities, weak critical thinking and inconsistent evolution through academic progress were revealed across studies. Critical thinking differed significantly between learning styles. Commonly accepted models in nursing education were lacking in both learning styles and critical thinking. Within studies

The Comparison of Think Talk Write and Think Pair Share Model with Realistic Mathematics Education Approach Viewed from Mathematical-Logical Intelligence

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Himmatul Afthina

2017-12-01

Full Text Available The aims of this research to determine the effect of Think Talk Write (TTW and Think Pair Share (TPS model with Realistic Mathematics Education (RME approach viewed from mathematical-logical intelligence. This research employed the quasi experimental research. The population of research was all students of the eight graders of junior high school in Karangamyar Regency in academic year 2016/2017. The result of this research shows that (1 TTW with RME approach gave better mathematics achievement than TPS with RME approach, (2 Students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low, whereas students with average mathematical-logical intelligence can reach a better achievement than those with low one, (3 In TTW model with RME approach, students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low, whereas students with average and low mathematical-logical intelligence gave same mathematics achievement, and  in TPS model with RME approach students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low, whereas students with average mathematical-logical intelligence can reach a better achievement than those with low one (4 In each category of  mathematical-logical intelligence, TTW with RME approach and TPS with RME approach gave same mathematics achievement.

Effects of using the developing nurses' thinking model on nursing students' diagnostic accuracy.

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Tesoro, Mary Gay

2012-08-01

This quasi-experimental study tested the effectiveness of an educational model, Developing Nurses' Thinking (DNT), on nursing students' clinical reasoning to achieve patient safety. Teaching nursing students to develop effective thinking habits that promote positive patient outcomes and patient safety is a challenging endeavor. Positive patient outcomes and safety are achieved when nurses accurately interpret data and subsequently implement appropriate plans of care. This study's pretest-posttest design determined whether use of the DNT model during 2 weeks of clinical postconferences improved nursing students' (N = 83) diagnostic accuracy. The DNT model helps students to integrate four constructs-patient safety, domain knowledge, critical thinking processes, and repeated practice-to guide their thinking when interpreting patient data and developing effective plans of care. The posttest scores of students from the intervention group showed statistically significant improvement in accuracy. Copyright 2012, SLACK Incorporated.

What is the source of cultural differences? -- Examining the influence of thinking style on the attribution process.

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Jen, Chun-Hui; Lien, Yunn-Wen

2010-02-01

The present research is intended to find out whether individuals with analytic or holistic thought have different attribution processes. Cross-cultural research has suggested that East Asians, who tend to have a holistic thought pattern, differ in cognitive process from Westerners, who tend to engage in analytic thought. However, studies that found cultural difference in attribution process may have non-equivalence problems that make it hard to interpret the causal relationship between thinking style and attribution process. The present research extends this by measuring participants' thinking style within a single culture in order to ensure equivalence on potentially confounding variables such as prior knowledge and cognitive capacity. Two experiments demonstrate that both types of thinkers have identical attribution processes and suggest different thinking styles might relate to different tendencies toward situational information, but not to the attribution process itself. Copyright 2009 Elsevier B.V. All rights reserved.

Achievement Motivation Development Project. Final Report.

Science.gov (United States)

McClelland, Dave C.; Alschuler, Alfred S.

Two efforts were made to develop achievement motivation in school children and to observe the effect of such training on their behavior in and out of school. These studies were undertaken because: (1) Achievement motivation might help children think more seriously about their work habits and career planning; (2) It might improve the grades of…

Critical Thinking and Formative Assessments: Increasing the Rigor in Your Classroom

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Moore, Betsy; Stanley, Todd

2010-01-01

Develop your students' critical thinking skills and prepare them to perform competitively in the classroom, on state tests, and beyond. In this book, Moore and Stanley show you how to effectively instruct your students to think on higher levels, and how to assess their progress. As states move toward common achievement standards, teachers have…

Visual thinking networking promotes long-term meaningful learning and achievement for 9th grade earth science students

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Longo, Palma Joni

2001-12-01

An experimental and interview-based design was used to test the efficacy of visual thinking networking (VTN), a new generation of metacognitive learning strategies. Students constructed network diagrams using semantic and figural elements to represent knowledge relationships. The findings indicated the importance of using color in VTN strategies. The use of color promoted the encoding and reconstruction of earth science knowledge in memory and enhanced higher order thinking skills of problem solving. Fifty-six ninth grade earth science students (13--15 years of age) in a suburban school district outside New York City were randomly assigned to three classes with the same instructor. Five major positive findings emerged in the areas of problem solving achievement, organization of knowledge in memory, problem solving strategy dimensionality, conceptual understanding, and gender differences. A multi-covariate analysis was conducted on the pre-post gain scores of the AGI/NSTA Earth Science Examination (Part 1). Students who used the color VTN strategies had a significantly higher mean gain score on the problem solving criterion test items than students who used the black/white VTN (p = .003) and the writing strategies for learning science (p color VTN strategies: (1) significantly recalled more earth science knowledge than students who used the black/white VTN (p = .021) and the writing strategies (p color VTNs had a significantly higher mean number of conceptually accurate propositions than students who used the black/white VTN (p = .018) and the writing strategies (p = .010). Gender influenced the choice of VTN strategy. Females used significantly more color VTN strategies, while males used predominately black/white VTN strategies (p = .01). A neurocognitive model, the encoding activation theory of the anterior cingulate (ENACT-AC), is proposed as an explanation for these findings.

Architecture Thinking in a ‘Post-truth Era’: Recalibrations through analytic philosophy

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Karan August

2017-07-01

Full Text Available This issue of Footprint explores the potential role of analytic philosophy in the context of architecture’s typical affinity with continental philosophy over the past three decades. In the last decades of the twentieth century, philosophy became an almost necessary springboard from which to define a work of architecture. Analytic philosophy took a notable backseat to continental philosophy. With this history in mind, this issue of Footprint sought to open the discussion on what might be offered by the less familiar branches of epistemology and logic that are more prevalent and developed in the analytic tradition.The papers brought together here are situated in the context of a discipline in transformation that seeks a fundamental approach to its own tools, logic and approaches. In this realm, the approaches of logic and epistemology help to define an alternate means of criticality not subjected to personalities or the specialist knowledge of individual philosophies. Rather the various articles attempt to demonstrate that such difference of background assumptions is a common human habit and that some of the techniques of analytic philosophy may help to leap these chasms. The hope is that this is a start of a larger conversation in architecture theory that has as of yet not begun. 

Models of Thinking, Learning, and Teaching in Games

OpenAIRE

Colin Camerer; Teck Ho; Kuan Chong

2003-01-01

Noncooperative game theory combines strategic thinking, best-response, and mutual consistency of beliefs and choices (equilibrium). Hundreds of experiments show that in actual behavior these three forces are limited, even when subjects are highly motivated and analytically skilled (Camerer, 2003). The challenge is to create models that are as general, precise, and parsimonious as equilibrium, but which also use cognitive details to explain experimental evidence more accurately and to predict ...

Engineering Courses on Computational Thinking Through Solving Problems in Artificial Intelligence

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Piyanuch Silapachote

2017-09-01

Full Text Available Computational thinking sits at the core of every engineering and computing related discipline. It has increasingly emerged as its own subject in all levels of education. It is a powerful cornerstone for cognitive development, creative problem solving, algorithmic thinking and designs, and programming. How to effectively teach computational thinking skills poses real challenges and creates opportunities. Targeting entering computer science and engineering undergraduates, we resourcefully integrate elements from artificial intelligence (AI into introductory computing courses. In addition to comprehension of the essence of computational thinking, practical exercises in AI enable inspirations of collaborative problem solving beyond abstraction, logical reasoning, critical and analytical thinking. Problems in machine intelligence systems intrinsically connect students to algorithmic oriented computing and essential mathematical foundations. Beyond knowledge representation, AI fosters a gentle introduction to data structures and algorithms. Focused on engaging mental tool, a computer is never a necessity. Neither coding nor programming is ever required. Instead, students enjoy constructivist classrooms designed to always be active, flexible, and highly dynamic. Learning to learn and reflecting on cognitive experiences, they rigorously construct knowledge from collectively solving exciting puzzles, competing in strategic games, and participating in intellectual discussions.

Thinking about Thinking: An Exploration of Preservice Teachers' Views about Higher Order Thinking Skills

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Coffman, Diane M.

2013-01-01

Thinking skills have long been regarded as an essential outcome of the educational process. Yet, research shows that the teaching of thinking skills in K-12 education does not follow a coherent path. Several factors affect the teaching and use of thinking skills in the classroom, with teacher knowledge and beliefs about thinking skills among the…

Think Like a Nurse: A Critical Thinking Initiative.

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Ward, Terry D; Morris, Tiffany

2016-01-01

Critical thinking is essential in the practice of the nurse generalist, today. Nursing faculty is frequently trying to identify teaching strategies in promoting critical thinking and engaging students in active learning. To close the gap between critical thinking and student success, a school in the south east United States implemented the use of the 'think like a nurse initiative" for incoming junior nursing students. Faculty collaborated to adopt the fundamental and essential nursing concepts for nursing students to support thinking like a nurse.

Measuring change in critical thinking skills of dental students educated in a PBL curriculum.

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Pardamean, Bens

2012-04-01

This study measured the change in critical thinking skills of dental students educated in a problem-based learning (PBL) pedagogical method. The quantitative analysis was focused on measuring students' critical thinking skills achievement from their first through third years of dental education at the University of Southern California. This non-experimental evaluation was based on a volunteer sample of ninety-eight dental students who completed a demographics/academic questionnaire and a psychometric assessment known as the Health Sciences Reasoning Test (HSRT). The HSRT produced the overall critical thinking skills score. Additionally, the HSRT generated five subscale scores: analysis, inference, evaluation, deductive reasoning, and inductive reasoning. The results of this study concluded that the students showed no continuous and significant incremental improvement in their overall critical thinking skills score achievement during their PBL-based dental education. Except for the inductive reasoning score, this result was very consistent with the four subscale scores. Moreover, after performing the statistical adjustment on total score and subscale scores, no significant statistical differences were found among the three student groups. However, the results of this study found some aspects of critical thinking achievements that differed by categories of gender, race, English as first language, and education level.

Students' Thinking about Effort and Ability: The Role of Developmental, Contextual, and Individual Difference Factors

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Muenks, Katherine; Miele, David B.

2017-01-01

Students' thinking about the relation between effort and ability can influence their motivation, affect, and academic achievement. Students sometimes think of effort as inversely related to ability (such that people with low ability must work harder than people with high ability) and other times think of effort as positively related to ability…

Thinking Critically about Critical Thinking: Integrating Online Tools to Promote Critical Thinking

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B. Jean Mandernach

2006-01-01

Full Text Available The value and importance of critical thinking is clearly established; the challenge for instructors lies in successfully promoting students’ critical thinking skills within the confines of a traditional classroom experience. Since instructors are faced with limited student contact time to meet their instructional objectives and facilitate learning, they are often forced to make instructional decisions between content coverage, depth of understanding, and critical analysis of course material. To address this dilemma, it is essential to integrate instructional strategies and techniques that can efficiently and effectively maximize student learning and critical thinking. Modern advances in educational technology have produced a range of online tools to assist instructors in meeting this instructional goal. This review will examine the theoretical foundations of critical thinking in higher education, discuss empirically-based strategies for integrating online instructional supplements to enhance critical thinking, offer techniques for expanding instructional opportunities outside the limitations of traditional class time, and provide practical suggestions for the innovative use of critical thinking strategies via online resources.

Developing the Mathematics Learning Management Model for Improving Creative Thinking in Thailand

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Sriwongchai, Arunee; Jantharajit, Nirat; Chookhampaeng, Sumalee

2015-01-01

The study purposes were: 1) To study current states and problems of relevant secondary students in developing mathematics learning management model for improving creative thinking, 2) To evaluate the effectiveness of model about: a) efficiency of learning process, b) comparisons of pretest and posttest on creative thinking and achievement of…

I think in portuguese I think in portuguese

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Signe Oksefjell Ebeling

2008-10-01

Full Text Available This paper takes Aijmer (1997, 1998 and Simon-Vandenbergen’s (1998 contrastive work on I think as its starting point. In their studies, both Aijmer and Simon-Vandenbergen show that English think is a fuzzy verb and that this becomes particularly evident in a cross-linguistic perspective. Neither Swedish, Dutch or French seems to have one verb corresponding to the whole semantic range of think. In this article, the polysemous nature of think will be further explored in an English-Portuguese contrastive perspective. The data for the study will be taken from the English- Portuguese parallel corpus COMPARA. Portuguese equivalents of (I think will be analysed and the results compared to the findings of Aijmer and Simon-Vandenbergen. This paper takes Aijmer (1997, 1998 and Simon-Vandenbergen’s (1998 contrastive work on I think as its starting point. In their studies, both Aijmer and Simon-Vandenbergen show that English think is a fuzzy verb and that this becomes particularly evident in a cross-linguistic perspective. Neither Swedish, Dutch or French seems to have one verb corresponding to the whole semantic range of think. In this article, the polysemous nature of think will be further explored in an English-Portuguese contrastive perspective. The data for the study will be taken from the English- Portuguese parallel corpus COMPARA. Portuguese equivalents of (I think will be analysed and the results compared to the findings of Aijmer and Simon-Vandenbergen.

Youth Perspectives of Achievement: Is Money Everything?

Science.gov (United States)

Matope, Jasmine; Badroodien, Azeem

2015-01-01

This article draws from a qualitative research project completed at Victoria High School (pseudonym) in Cape Town in 2012 which explored 13 learners' perspectives of achievement and its influence on their lives and thinking. The piece problematises and analyses taken-for-granted connections between money, achievement, youth aspirations and views…

Effectiveness of Critical Thinking Skills for English Literature Study with Reader Response Theory: Review of Literature

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Farah Qamar

2016-06-01

Full Text Available Since Socrates’ time, reasoning is considered valuable for the justification of speaker’s belief along with Thomas Aquinas’ testing of his thinking to answer his own thinking. Critical thinking has been part of discussion among the educators for its significance and application for last many decades. Many educators have conducted researches on the assessment of critical thinking within a domain or across the domain in order to test students’ critical thinking skills and its effect on their learning. Similarly, critical thinking is highly valuable for the study of literature as it explicitly asked for learners’ beliefs, perceptions, and judgments in order to remove the ambiguity of thought. Perfection of thought can be achieved with the use of critical thinking skills while training of mind needs interaction between literary text and the reader as literature has the capacity to achieve mental traits specified to critical thinking. Accordingly, this report presents a relationship between critical thinking skills and English literature study along with reader response theory techniques considering that without the use of critical thinking skills and reader response theory, study of literature is haphazard hence for the application of reader response theory, literary text is inevitable. In essence, I aim to highlight the effectiveness of critical thinking skills for the study of literature while emphasizing the significance of reader response theory which is also inevitable for the study of literature and for the use of critical thinking skills.

Rational Thinking and Reasonable Thinking in Physics

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Isaeva E. A.

2008-04-01

Full Text Available The usual concept of space and time, based on Aristotle's principle of contemplation of the world and of the absoluteness of time, is a product of rational thinking. At the same time, in philosophy, rational thinking differs from reasonable thinking; the aim of logic is to distinguish finite forms from infinite forms. Agreeing that space and time are things of infinity in this work, we shall show that, with regard to these two things, it is necessary to apply reasonable thinking. Spaces with non-Euclidean geometry, for example Riemannian and Finslerian spaces, in particular, the space of the General Theory of the Relativity (four-dimensional pseudo-Riemannian geometry and also the concept of multi-dimensional space-time are products of reasonable thinking. Consequently, modern physical experiment not dealing with daily occurrences (greater speeds than a low speed to the velocity of light, strong fields, singularities, etc. can be covered only by reasonable thinking.

Rational Thinking and Reasonable Thinking in Physics

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Isaeva E. A.

2008-04-01

Full Text Available The usual concept of space and time, based on Aristotle’s principle of contemplation of the world and of the absoluteness of time, is a product of rational thinking. At the same time, in philosophy, rational thinking differs from reasonable thinking; the aim of logic is to distinguish finite forms from infinite forms. Agreeing that space and time are things of infinity in this work, we shall show that, with regard to these two things, it is necessary to apply reasonable thinking. Spaces with non-Euclidean geometry, for example Riemannian and Finslerian spaces, in particular, the space of the General Theory of the Relativity (four-dimensional pseudo-Riemannian geometry and also the concept of multi-dimensional space-time are products of reasonable thinking. Consequently, modern physical experiment not dealing with daily occurrences (greater speeds than a low speed to the velocity of light, strong fields, singularities, etc. can be covered only by reasonable thinking.

Systems thinking, complexity and managerial decision-making: an analytical review.

Science.gov (United States)

Cramp, D G; Carson, E R

2009-05-01

One feature that characterizes the organization and delivery of health care is its inherent complexity. All too often, with so much information and so many activities involved, it is difficult for decision-makers to determine in an objective fashion an appropriate course of action. It would appear that a holistic rather than a reductionist approach would be advantageous. The aim of this paper is to review how formal systems thinking can aid decision-making in complex situations. Consideration is given as to how the use of a number of systems modelling methodologies can help in gaining an understanding of a complex decision situation. This in turn can enhance the possibility of a decision being made in a more rational, explicit and transparent fashion. The arguments and approaches are illustrated using examples taken from the public health arena.

Does the think-aloud protocol reflect thinking? Exploring functional neuroimaging differences with thinking (answering multiple choice questions) versus thinking aloud

NARCIS (Netherlands)

Durning, S.J.; Artino, A.R.; Beckman, T.J.; Graner, J.; Vleuten, C.P.M. van der; Holmboe, E.; Schuwirth, L.

2013-01-01

Background: Whether the think-aloud protocol is a valid measure of thinking remains uncertain. Therefore, we used functional magnetic resonance imaging (fMRI) to investigate potential functional neuroanatomic differences between thinking (answering multiple-choice questions in real time) versus

Using the 5E Learning Cycle with Metacognitive Technique to Enhance Students’ Mathematical Critical Thinking Skills

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Runisah Runisah

2017-02-01

Full Text Available This study aims to describe enhancement and achievement of mathematical critical thinking skills of students who received the 5E Learning Cycle with Metacognitive technique, the 5E Learning Cycle, and conventional learning. This study use experimental method with pretest-posttest control group design. Population are junior high school students in Indramayu city, Indonesia. Sample are three classes of eighth grade students from high level school and three classes from medium level school. The study reveal that in terms of overall, mathematical critical thinking skills enhancement and achievement of students who received the 5E Learning Cycle with Metacognitive technique is better than students who received the 5E Learning Cycle and conventional learning. Mathematical critical thinking skills of students who received the 5E Learning Cycle is better than students who received conventional learning. There is no interaction effect between learning model and school level toward enhancement and achievement of students’ mathematical critical thinking skills.

Exploring the Relationship between Burnout and Critical Thinking Skills among Iranian University Professors Teaching TEFL

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Hossein Khodabakhshzadeh

2017-10-01

Full Text Available The profession as a teacher involves experiencing a number of challenges which naturally lead to emotional tiredness and lack of reward, technically known as burnout (Colomeischi, 2015. The goal of the present study was to investigate the relationship between burnout and critical thinking ability. To this end, a sample of 40 professors of Teaching English as a Foreign Language (TEFL filed at a number of universities in Iran was chosen. Maslach Burnout Inventory (MBI was employed to assess the participants' burnout level, which is specifically evaluated by measuring three subscales of emotional exhaustion, depersonalization, and personal achievement. In addition, the measures of the participants' critical thinking skills were obtained via Watson-Glaser Critical Thinking Appraisal (WGCTA. The Pearson correlation coefficient analysis indicated that emotional exhaustion and depersonalization strongly and negatively correlated with critical thinking ability. However, a strong and positive relationship was found between personal achievement and critical thinking skills.

Thinking Styles and Regret in Physicians.

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Djulbegovic, Mia; Beckstead, Jason; Elqayam, Shira; Reljic, Tea; Kumar, Ambuj; Paidas, Charles; Djulbegovic, Benjamin

2015-01-01

Decision-making relies on both analytical and emotional thinking. Cognitive reasoning styles (e.g. maximizing and satisficing tendencies) heavily influence analytical processes, while affective processes are often dependent on regret. The relationship between regret and cognitive reasoning styles has not been well studied in physicians, and is the focus of this paper. A regret questionnaire and 6 scales measuring individual differences in cognitive styles (maximizing-satisficing tendencies; analytical vs. intuitive reasoning; need for cognition; intolerance toward ambiguity; objectivism; and cognitive reflection) were administered through a web-based survey to physicians of the University of South Florida. Bonferroni's adjustment was applied to the overall correlation analysis. The correlation analysis was also performed without Bonferroni's correction, given the strong theoretical rationale indicating the need for a separate hypothesis. We also conducted a multivariate regression analysis to identify the unique influence of predictors on regret. 165 trainees and 56 attending physicians (age range 25 to 69) participated in the survey. After bivariate analysis we found that maximizing tendency positively correlated with regret with respect to both decision difficulty (r=0.673; prational-analytical thinking (r=-0.422; p<0.001), need for cognition (r=-0.340; p<0.001), and objectivism (r=-0.309; p=0.003) and positively correlated with ambiguity intolerance (r=0.285; p=0.012). However, after conducting a multivariate regression analysis, we found that regret was positively associated with maximizing only with respect to decision difficulty (r=0.791; p<0.001), while it was negatively associated with satisficing (r=-0.257; p=0.020) and objectivism (r=-0.267; p=0.034). We found no statistically significant relationship between regret and overall accuracy on conditional inferential tasks. Regret in physicians is strongly associated with their tendency to maximize; i.e. the

Game-based programming towards developing algorithmic thinking skills in primary education

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Hariklia Tsalapatas

2012-06-01

Full Text Available This paper presents cMinds, a learning intervention that deploys game-based visual programming towards building analytical, computational, and critical thinking skills in primary education. The proposed learning method exploits the structured nature of programming, which is inherently logical and transcends cultural barriers, towards inclusive learning that exposes learners to algorithmic thinking. A visual programming environment, entitled ‘cMinds Learning Suite’, has been developed aimed for classroom use. Feedback from the deployment of the learning methods and tools in classrooms in several European countries demonstrates elevated learner motivation for engaging in logical learning activities, fostering of creativity and an entrepreneurial spirit, and promotion of problem-solving capacity

The development of future thinking: young children's ability to construct event sequences to achieve future goals.

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Prabhakar, Janani; Hudson, Judith A

2014-11-01

Previous studies suggest that the ability to think about and act on the future emerges between 3 and 5 years of age. However, it is unclear what underlying processes change during the development of early future-oriented behavior. We report three experiments that tested the emergence of future thinking ability through children's ability to explicitly maintain future goals and construct future scenarios. Our main objectives were to examine the effects of goal structure and the effects of working memory demands on children's ability to construct future scenarios and make choices to satisfy future goals. The results indicate that 4-year-olds were able to successfully accomplish two temporally ordered goals even with high working memory demands and a complex goal structure, whereas 3-year-olds were able to accomplish two goals only when the working memory demands were low and the goal structure did not involve additional demands from inferential reasoning and contingencies between the temporally ordered goals. Results are discussed in terms of the development of future thinking in conjunction with working memory, inferential reasoning ability, and goal maintenance abilities. Copyright © 2014. Published by Elsevier Inc.

Social science as a tool in developing scientific thinking skills in underserved, low-achieving urban students.

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Jewett, Elizabeth; Kuhn, Deanna

2016-03-01

Engagement in purposeful problem solving involving social science content was sufficient to develop a key set of inquiry skills in low-performing middle school students from an academically and economically disadvantaged urban public school population, with this skill transferring to a more traditional written scientific thinking assessment instrument 3weeks later. Students only observing their peers' activity or not participating at all failed to show these gains. Implications are addressed with regard to the mastery of scientific thinking skills among academically disadvantaged students. Also addressed are the efficacy of problem-based learning and the limits of observational learning. Copyright © 2015 Elsevier Inc. All rights reserved.

The Efficacy of Problem-based Learning in an Analytical Laboratory Course for Pre-service Chemistry Teachers

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Yoon, Heojeong; Woo, Ae Ja; Treagust, David; Chandrasegaran, AL

2014-01-01

The efficacy of problem-based learning (PBL) in an analytical chemistry laboratory course was studied using a programme that was designed and implemented with 20 students in a treatment group over 10 weeks. Data from 26 students in a traditional analytical chemistry laboratory course were used for comparison. Differences in the creative thinking ability of students in both the treatment and control groups were evaluated before and at the end of the implementation of the programme, using the Torrance Tests of Creative Thinking. In addition, changes in students' self-regulated learning skills using the Self-Regulated Learning Interview Schedule (SRLIS) and their self-evaluation proficiency were evaluated. Analysis of covariance showed that the creative thinking ability of the treatment group had improved statistically significantly after the PBL course (p effect on creative thinking ability. The SRLIS test showed that students in the treatment group used self-regulated learning strategies more frequently than students in the comparison group. According to the results of the self-evaluation, students became more positive and confident in problem-solving and group work as the semester progressed. Overall, PBL was shown to be an effective pedagogical instructional strategy for enhancing chemistry students' creative thinking ability, self-regulated learning skills and self-evaluation.

Critical thinking in the intercultural context: Investigating EFL textbooks

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Paweł Sobkowiak

2016-12-01

Full Text Available The multicultural world has made intercultural teaching necessary. It should focus on students’ ability to comprehend quickly and accurately, and then act appropriately and effectively in a culturally complex environment in order to achieve the desired goal. Intercultural competence is important for successful communication across cultures, and so is critical thinking since the two, if they are not “parallel” (Bennett, 2013, at least overlap (Deardorff, 2009. This article tries to shed light on the linkage between intercultural and critical thinking skills and reports on the findings of research done on whether and to what extent EFL textbooks used in Polish schools contribute to fostering critical thinking skills in students. The study analyzed the cultural content of 20 coursebooks to check whether they go beyond merely depicting the target culture, or various foreign cultures, and involve students in practicing critical thinking, that is, prompt them to explore intercultural encounters and processes, and scrutinize how diverse cultures influence their own understanding of reality. The research revealed an insignificant and limited capacity of the textbooks to develop students’ critical thinking.

Assessment of Teaching Methods and Critical Thinking in a Course for Science Majors

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Speck, Angela; Ruzhitskaya, L.; Whittington, A. G.

2014-01-01

Ability to think critically is a key ingredient to the scientific mindset. Students who take science courses may or may not be predisposed to critical thinking - the ability to evaluate information analytically. Regardless of their initial stages, students can significantly improve their critical thinking through learning and practicing their reasoning skills, critical assessments, conducting and reflecting on observations and experiments, building their questioning and communication skills, and through the use of other techniques. While, there are several of teaching methods that may help to improve critical thinking, there are only a few assessment instruments that can help in evaluating the efficacy of these methods. Critical thinking skills and improvement in those skills are notoriously difficult to measure. Assessments that are based on multiple-choice questions demonstrate students’ final decisions but not their thinking processes. In addition, during the course of studies students may develop subject-based critical thinking while not being able to extend the skills to the general critical thinking. As such, we wanted to design and conduct a study on efficacy of several teaching methods in which we would learn how students’ improve their thinking processes within a science discipline as well as in everyday life situations. We conducted a study among 20 astronomy, physics and geology majors-- both graduate and undergraduate students-- enrolled in our Solar System Science course (mostly seniors and early graduate students) at the University of Missouri. We used the Ennis-Weir Critical Thinking Essay test to assess students’ general critical thinking and, in addition, we implemented our own subject-based critical thinking assessment. Here, we present the results of this study and share our experience on designing a subject-based critical thinking assessment instrument.

Instructional designing the STEM education model for fostering creative thinking abilities in physics laboratory environment classes

Science.gov (United States)

Chanthala, Chumpon; Santiboon, Toansakul; Ponkham, Kamon

2018-01-01

To investigate the effects of students' activity-based on learning approaching management through the STEM Education Instructional Model for fostering their creative thinking abilities of their learning achievements in physics laboratory classroom environments with the sample size consisted of 48 students at the 10th grade level in two classes in Mahasarakham University Demonstration School(Secondary Division) in Thailand. Students' creative thinking abilities were assessed with the with the 24-item GuilfordCreative Thinking Questionnaire (GCTQ). Students' perceptions of their physics classroom learning environments were obtained using the 35-item Physics Laboratory Environment Inventory (PLEI). Associations between students' learning achievements of their post-test assessment indicated that 26% of the coefficient predictive value (R2) of the variance in students' creative thinking abilities was attributable to their perceptions for the GCTQ. Students' learning outcomes of their post-test assessment, the R2value indicated that 35% of the variances for the PLEI, the R2value indicated that 63% of the variances for their creative thinking abilities were attributable to theiraffecting the activity-based on learning for fostering their creative thinking are provided.

MENTAL SHIFT TOWARDS SYSTEMS THINKING SKILLS IN COMPUTER SCIENCE

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MILDEOVÁ, Stanislava

2012-03-01

Full Text Available When seeking solutions to current problems in the field of computer science – and other fields – we encounter situations where traditional approaches no longer bring the desired results. Our cognitive skills also limit the implementation of reliable mental simulation within the basic set of relations. The world around us is becoming more complex and mutually interdependent, and this is reflected in the demands on computer support. Thus, in today’s education and science in the field of computer science and all other disciplines and areas of life need to address the issue of the paradigm shift, which is generally accepted by experts. The goal of the paper is to present the systems thinking that facilitates and extends the understanding of the world through relations and linkages. Moreover, the paper introduces the essence of systems thinking and the possibilities to achieve mental a shift toward systems thinking skills. At the same time, the link between systems thinking and functional literacy is presented. We adopted the “Bathtub Test” from the variety of systems thinking tests that allow people to assess the understanding of basic systemic concepts, in order to assess the level of systems thinking. University students (potential information managers were the examined subjects of the examination of systems thinking that was conducted over a longer time period and whose aim was to determine the status of systems thinking. . The paper demonstrates that some pedagogical concepts and activities, in our case the subject of System Dynamics that leads to the appropriate integration of systems thinking in education. There is some evidence that basic knowledge of system dynamics and systems thinking principles will affect students, and their thinking will contribute to an improved approach to solving problems of computer science both in theory and practice.

Analytical Framework for Market-oriented DSR Flexibility Integration and Management

DEFF Research Database (Denmark)

You, Shi; Hu, Junjie; Heussen, Kai

2013-01-01

hamper its development. In this paper, an analytical framework based on a multi-portfolio setup in presence of a deregulated power market is proposed to address such challenges by adopting the thinking in modern portfolio theory (MPT). A Numerical example that targets on analyzing the risk and return...

Teachers pattern of instruction and location on pupils critical thinking ...

African Journals Online (AJOL)

This paper seeks to ascertain the influence of teachers' pattern of instruction and location on pupils' critical thinking in science achievement in Imo State. To achieve this objective, two hypotheses were formulated. Ex-post facto research design was adopted for the study. A total of ninety (90) teachers and one thousand ...

I think in portuguese I think in portuguese

OpenAIRE

Signe Oksefjell Ebeling

2008-01-01

This paper takes Aijmer (1997, 1998) and Simon-Vandenbergen’s (1998) contrastive work on I think as its starting point. In their studies, both Aijmer and Simon-Vandenbergen show that English think is a fuzzy verb and that this becomes particularly evident in a cross-linguistic perspective. Neither Swedish, Dutch or French seems to have one verb corresponding to the whole semantic range of think. In this article, the polysemous nature of think will be further explored in an English-Portug...

EFFEKTIVITAS METODE PEMBELAJARAN THINK-TALK-WRITE TERHADAP HASIL BELAJAR MATA PELAJARAN TEKNIK BUBUT SISWA KELAS XI SMK MUHAMMADIYAH 3 YOGYAKARTA

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Endar Subekti

2016-12-01

Full Text Available The objectives of this study are (1 to describe the effectiveness of think-talk-write teaching method toward learning achievement of mechanical machining lathe, (2 to describe the effectiveness of demonstration teaching method toward learning achievement of mechanical machining lathe, and (3 the teaching methods that are more effective between think-talk-write and demonstration among the eleventh grade students of vocational high school Muhammadiyah 3 Yogyakarta. Data collection techniques used observation and test. Hypothesis testing used descriptive analysis and t test that was started by using normality and homogeny test. This study shows that (1 think-talk-write teaching improved learning achievement of mechanical machining lathe among the eleventh grade students of vocational high school Muhammadiyah 3 Yogyakarta with the average score 15.29. (2 Demonstration teaching improved learning achievement of mechanical machining lathe among the eleventh grade students of vocational high school Muhammadiyah 3 Yogyakarta with the average score 13.13. (3 Based on the result of analysis, the score of tobs = 2.152 > ttable = 2.042 with the significant score 0.035 < 0.05, the mean score of learning achievement by using  think-talk-write teaching method was 15.29, and the mean score of learning achievement by using  demonstration teaching method was 13.13. Based on those mean scores, it could be concluded that the use of think-talk-write teaching method was higher that demonstration teaching method, it means that of think-talk-write teaching method was more effective that demonstration teaching method.

Application of GI-TPS Model to Skills Critical Thinking and Self Efficacy

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Rusmansyah

2017-12-01

Full Text Available This research aims to know the: (1 the difference in critical thinking ability of students (2 difference in the results of learning (cognitive, affective, psychomotor (3 self efficacy of students (4 student response towards the learning model GI-TPS (Guided Inquiry-Think Pair Share on the hydrolysis of salt. This research use the pretest-posttest design nonequivalent control group design. A sample of 50 research students, namely class XI IPA 2 and XI IPA 3. Samples taken with purposive sampling technique. Engineering data collection using the test the critical thinking ability, cognitive learning results, observations, and the now. Analytical techniques descriptive analyses using data and analysis inferensial (test, test the normality of its homogeneity, and t-test. The results of this study suggest that (1 there is a difference significant critical thinking abilities (2 there is a difference in learning outcomes (cognitive, affective, psychomotor a significant (3 students who have self efficacy. (4 the students gave positive response towards the learning model GI-TPS material on the hydrolysis of salt.

Recent analytical applications of magnetic nanoparticles

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Mohammad Faraji

2016-07-01

Full Text Available Analytical chemistry has experienced, as well as other areas of science, a big change due to the needs and opportunities provided by analytical nanoscience and nanotechnology. Now, nanotechnology is increasingly proving to be a powerful ally of analytical chemistry to achieve its objectives, and to simplify analytical processes. Moreover, the information needs arising from the growing nanotechnological activity are opening an exciting new field of action for analytical chemists. Magnetic nanoparticles have been used in various fields owing to their unique properties including large specific surface area and simple separation with magnetic fields. For Analytical applications, they have been used mainly for sample preparation techniques (magnetic solid phase extraction with different advanced functional groups (layered double hydroxide, β-cyclodextrin, carbon nanotube, graphen, polymer, octadecylsilane and automation of it, microextraction techniques enantioseparation and chemosensors. This review summarizes the basic principles and achievements of magnetic nanoparticles in sample preparation techniques, enantioseparation and chemosensors. Also, some selected articles recently published (2010-2016 have been reviewed and discussed.

Scaffolding as an effort for thinking process optimization on heredity

Science.gov (United States)

Azizah, N. R.; Masykuri, M.; Prayitno, B. A.

2018-04-01

Thinking is an activity and process of manipulating and transforming data or information into memory. Thinking process is different between one and other person. Thinking process can be developed by interaction between student and their environment, such as scaffolding. Given scaffolding is based on each student necessity. There are 2 level on scaffolding such as explaining, reviewing, and restructuring; and developing conceptual thinking. This research is aimed to describe student’s thinking process on heredity especially on inheritance that is before and after scaffolding. This research used descriptive qualitative method. There were three kinds of subject degree such as the students with high, middle, and low achieving students. The result showed that subjects had some difficulty in dihybrid inheritance question in different place. Most difficulty was on determining the number of different characteristic, parental genotype, gamete, and ratio of genotype and phenotype F2. Based on discussed during scaffolding showed that the subjects have some misunderstanding terms and difficulty to determine parental, gamete, genotype, and phenotype. Final result in this research showed that the subjects develop thinking process higher after scaffolding. Therefore the subjects can solve question properly.

Debate Instruction in EFL Classroom: Impacts on the Critical Thinking and Speaking Skill

Science.gov (United States)

Iman, Jaya Nur

2017-01-01

The research was aimed to find out whether or not using debate significantly improved the students' critical thinking and speaking skill achievements and how much debate contributed to each aspect of critical thinking and speaking skill. A quasi-experimental study of non-equivalent pretest- posttest control group design was used in this research.…

Building machines that learn and think like people

OpenAIRE

Lake, Brenden M.; Ullman, Tomer David; Tenenbaum, Joshua B; Gershman, Samuel J

2016-01-01

Recent progress in artificial intelligence (AI) has renewed interest in building systems that learn and think like people. Many advances have come from using deep neural networks trained end-to-end in tasks such as object recognition, video games, and board games, achieving performance that equals or even beats humans in some respects. Despite their biological inspiration and performance achievements, these systems differ from human intelligence in crucial ways. We review progress in cognitiv...

Integrating Critical Thinking Instruction and Assessment into Online University Courses: An Action Research Study

Science.gov (United States)

Mason Heinrichs, Kim R.

2016-01-01

Universities claim that improved critical thinking ability is an educational outcome for their graduates, but they seldom create a path for students to achieve that outcome. In this practitioner action research study, the author created a job aid, entitled "Critical Thinking as a Differentiator for Distinguished Performance," to help…

Analytic Theology as Sapiential Theology: A Response to Jordan Wessling

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Vanhoozer Kevin J.

2017-10-01

Full Text Available This article responds to Jordan Wessling’s paper that engages a concern I expressed about analytic theology not doing justice to the sapiential requirements of theology. I examine Wessling’s summary of my paper, conclude that his description is accurate and fair, appreciate his proposed solution, then go on to restate why I think he may not have fully allayed my concern. I suggest that analytic theology is a vital tool in the theologian’s toolkit, but that ultimately more is needed in order to interpret Scripture theologically.

Does mindfulness enhance critical thinking? Evidence for the mediating effects of executive functioning in the relationship between mindfulness and critical thinking

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Chris eNoone

2016-01-01

Full Text Available Mindfulness originated in the Buddhist tradition as a way of cultivating clarity of thought. Despite the fact that this behaviour is best captured using critical thinking assessments, no studies have examined the effects of mindfulness on critical thinking or the mechanisms underlying any such possible relationship. Even so, mindfulness has been suggested as being beneficial for critical thinking in higher education. Critical thinking is recognised as an important higher-order cognitive process which involves the ability to analyse and evaluate evidence and arguments. Such non-automatic, reflective responses generally require the engagement of executive functioning which includes updating, inhibition and shifting of representations in working memory. Based on research showing that mindfulness enhances aspects of executive functioning and certain higher-order cognitive processes, we hypothesised that individuals higher in facets of dispositional mindfulness would demonstrate greater critical thinking performance, and that this relationship would be mediated by executive functioning. Cross-sectional assessment of these constructs in a sample of 178 university students was achieved using the observing and non-reactivity sub-scales of the Five Factor Mindfulness Questionnaire, a battery of executive functioning tasks and the Halpern Critical Thinking Assessment. Our hypotheses were tested by constructing a multiple meditation model which was analysed using Structural Equation Modelling. Evidence was found for inhibition mediating the relationships between both observing and non-reactivity and critical thinking in different ways. Indirect-only (or full mediation was demonstrated for the relationship between observing, inhibition and critical thinking. Competitive mediation was demonstrated for the relationship between non-reactivity, inhibition and critical thinking. This suggests additional mediators of the relationship between non-reactivity and

Activating analytic thinking enhances the value given to individualizing moral foundations.

Science.gov (United States)

Yilmaz, Onurcan; Saribay, S Adil

2017-08-01

Two central debates within Moral Foundations Theory concern (1) which moral foundations are core and (2) how conflict between ideological camps stemming from valuing different moral foundations can be resolved. Previous studies have attempted to answer the first question by imposing cognitive load on participants to direct them toward intuitive and automatic thought. However, this method has limitations and has produced mixed findings. In the present research, in two experiments, instead of directing participants toward intuitive thought, we tested the effects of activating high-effort, analytic thought on participants' moral foundations. In both experiments, analytic thought activation caused participants to value individualizing foundations greater than the control condition. This effect was not qualified by participants' political orientation. No effect was observed on binding foundations. The results are consistent with the idea that upholding individualizing foundations requires mental effort and may provide the basis for reconciliation between different ideological camps. Copyright © 2017 Elsevier B.V. All rights reserved.

Paper-Based Analytical Device for Zinc Ion Quantification in Water Samples with Power-Free Analyte Concentration

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Hiroko Kudo

2017-04-01

Full Text Available Insufficient sensitivity is a general issue of colorimetric paper-based analytical devices (PADs for trace analyte detection, such as metal ions, in environmental water. This paper demonstrates the colorimetric detection of zinc ions (Zn2+ on a paper-based analytical device with an integrated analyte concentration system. Concentration of Zn2+ ions from an enlarged sample volume (1 mL has been achieved with the aid of a colorimetric Zn2+ indicator (Zincon electrostatically immobilized onto a filter paper substrate in combination with highly water-absorbent materials. Analyte concentration as well as sample pretreatment, including pH adjustment and interferent masking, has been elaborated. The resulting device enables colorimetric quantification of Zn2+ in environmental water samples (tap water, river water from a single sample application. The achieved detection limit of 0.53 μM is a significant improvement over that of a commercial colorimetric Zn2+ test paper (9.7 μM, demonstrating the efficiency of the developed analyte concentration system not requiring any equipment.

Contributions of Teachers' Thinking Styles to Critical Thinking Dispositions (Istanbul-Fatih Sample)

Science.gov (United States)

Emir, Serap

2013-01-01

The main purpose of the research was to determine the contributions of the teachers' thinking styles to critical thinking dispositions. Hence, it is aimed to determine whether thinking styles are related to critical thinking dispositions and thinking styles measure critical thinking dispositions or not. The research was designed in relational…

COMPUTATIONAL THINKING

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Evgeniy K. Khenner

2016-01-01

Full Text Available Abstract. The aim of the research is to draw attention of the educational community to the phenomenon of computational thinking which actively discussed in the last decade in the foreign scientific and educational literature, to substantiate of its importance, practical utility and the right on affirmation in Russian education.Methods. The research is based on the analysis of foreign studies of the phenomenon of computational thinking and the ways of its formation in the process of education; on comparing the notion of «computational thinking» with related concepts used in the Russian scientific and pedagogical literature.Results. The concept «computational thinking» is analyzed from the point of view of intuitive understanding and scientific and applied aspects. It is shown as computational thinking has evolved in the process of development of computers hardware and software. The practice-oriented interpretation of computational thinking which dominant among educators is described along with some ways of its formation. It is shown that computational thinking is a metasubject result of general education as well as its tool. From the point of view of the author, purposeful development of computational thinking should be one of the tasks of the Russian education.Scientific novelty. The author gives a theoretical justification of the role of computational thinking schemes as metasubject results of learning. The dynamics of the development of this concept is described. This process is connected with the evolution of computer and information technologies as well as increase of number of the tasks for effective solutions of which computational thinking is required. Author substantiated the affirmation that including «computational thinking » in the set of pedagogical concepts which are used in the national education system fills an existing gap.Practical significance. New metasubject result of education associated with

Media Convergence: the Culture Dimensions of Thinking%Media Convergence:the Culture Dimensions of Thinking

Institute of Scientific and Technical Information of China (English)

Shen Diao; Lan Ju

2017-01-01

In the process of meida Convergence,many researchers paid excessive attention to media technology,industry and management,and ignored the culture dimensions of media convergence.Therefore,to transcend media convergence technology,industrial thinking and more to the particularity attach importance to cultural media,it is a right way to achieve media convergence.But in the context of China's culture,media convergence should value the cultural uniqueness and the imbalance of the realistic problems,to reach innovation and breakthrough.

Case-based clinical reasoning in feline medicine: 1: Intuitive and analytical systems.

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Canfield, Paul J; Whitehead, Martin L; Johnson, Robert; O'Brien, Carolyn R; Malik, Richard

2016-01-01

This is Article 1 of a three-part series on clinical reasoning that encourages practitioners to explore and understand how they think and make case-based decisions. It is hoped that, in the process, they will learn to trust their intuition but, at the same time, put in place safeguards to diminish the impact of bias and misguided logic on their diagnostic decision-making. This first article discusses the relative merits and shortcomings of System 1 thinking (immediate and unconscious) and System 2 thinking (effortful and analytical). Articles 2 and 3, to appear in the March and May 2016 issues of JFMS, respectively, will examine managing cognitive error, and use of heuristics (mental short cuts) and illness scripts in diagnostic reasoning. © The Author(s) 2016.

How Distorted Thinking Influence Arab Children Academic Achievement in Israel?

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Gith, Emad

2018-01-01

The purpose of the current study was to examine the relation between the parents Cognitive Distortion and Arab children academic achievements in Israel. 52 fifth grade Arab Children and their parents from Israel were participated. The results indicated that parent's cognitive distortion related negatively to children academic achievements; there…

Think Crisis-Think Female : The Glass Cliff and Contextual Variation in the Think Manager-Think Male Stereotype

NARCIS (Netherlands)

Ryan, Michelle K.; Haslam, S. Alexander; Hersby, Mette D.; Bongiorno, Renata

The "think manager think male" (TMTM) association underlies many gender inequalities in the workplace. However, research into the "glass cliff" has demonstrated that the suitability of male and female managers varies as a function of company performance such that in times of poor performance people

Visual, Critical, and Scientific Thinking Dispositions in a 3rd Grade Science Classroom

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Foss, Stacy

Many American students leave school without the required 21st century critical thinking skills. This qualitative case study, based on the theoretical concepts of Facione, Arheim, and Vygotsky, explored the development of thinking dispositions through the arts in science on the development of scientific thinking skills when used as a conceptual thinking routine in a rural 3rd grade classroom. Research questions examined the disposition to think critically through the arts in science and focused on the perceptions and experiences of 25 students with the Visual Thinking Strategy (VTS) process. Data were collected from classroom observations (n = 10), student interviews (n = 25), teacher interviews ( n = 1), a focus group discussion (n = 3), and artifacts of student work (n = 25); these data included perceptions of VTS, school culture, and classroom characteristics. An inductive analysis of qualitative data resulted in several emergent themes regarding disposition development and students generating questions while increasing affective motivation. The most prevalent dispositions were open-mindedness, the truth-seeking disposition, the analytical disposition, and the systematicity disposition. The findings about the teachers indicated that VTS questions in science supported "gradual release of responsibility", the internalization of process skills and vocabulary, and argumentation. This case study offers descriptive research that links visual arts inquiry and the development of critical thinking dispositions in science at the elementary level. A science curriculum could be developed, that emphasizes the development of thinking dispositions through the arts in science, which in turn, could impact the professional development of teachers and learning outcomes for students.

Strategic thinking and its related factors in a medical science university in Iran

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Salavati, Sedigheh; Veshareh, Effat Jahanbani; Safari, Hossein; Veysian, Amir; Amirnezhad, Ghanbar

2017-01-01

Background Having strategic thinking is necessary in order to anticipate future changes and make strategic decisions. This study was carried out to assess the strategic thinking level in managers and personnel of Ahvaz Jundishapour University of Medical Science (AJUMS) - a public university in Iran. Methods It was a cross-sectional and analytical study and all managers (50) as well as a sample of personnel (200) from AJUMS participated in it. A researcher-made questionnaire was used in order to measure four dimensions of strategic thinking, including system thinking, futurism, conceptual thinking, and intelligent opportunism along with demographic and organizational characteristics of respondents. Statistical analysis was done by Freedman ranking test, one-way ANOVA, and Independent-samples t-test in SPSS software version 16. Results Strategic thinking in managers (5.62±0.51) and personnel (5.22±0.4), was evaluated at a somewhat high level. The maximum score among strategic thinking dimensions in managers (5.62±0.42) and personnel (5.52±0.43) was related to conceptual thinking that was in “good” level. A significant relationship was seen between intelligent opportunism dimension with job location in managers and education degree in personnel (p≤0.005). Also, there was a significant relationship between future dimension in managers and personnel with education degrees (p≤0.005). There was a significant difference between managers and employees in future dimension (p=0.018). Conclusion It seems that the participants have acceptable strategic thinking levels, although there is still room for improvement. Therefore, considering the factors such as educational development of managers and personnel can be very useful in this regard. PMID:28713504

Strategic thinking and its related factors in a medical science university in Iran.

Science.gov (United States)

Salavati, Sedigheh; Veshareh, Effat Jahanbani; Safari, Hossein; Veysian, Amir; Amirnezhad, Ghanbar

2017-05-01

Having strategic thinking is necessary in order to anticipate future changes and make strategic decisions. This study was carried out to assess the strategic thinking level in managers and personnel of Ahvaz Jundishapour University of Medical Science (AJUMS) - a public university in Iran. It was a cross-sectional and analytical study and all managers (50) as well as a sample of personnel (200) from AJUMS participated in it. A researcher-made questionnaire was used in order to measure four dimensions of strategic thinking, including system thinking, futurism, conceptual thinking, and intelligent opportunism along with demographic and organizational characteristics of respondents. Statistical analysis was done by Freedman ranking test, one-way ANOVA, and Independent-samples t-test in SPSS software version 16. Strategic thinking in managers (5.62±0.51) and personnel (5.22±0.4), was evaluated at a somewhat high level. The maximum score among strategic thinking dimensions in managers (5.62±0.42) and personnel (5.52±0.43) was related to conceptual thinking that was in "good" level. A significant relationship was seen between intelligent opportunism dimension with job location in managers and education degree in personnel (p≤0.005). Also, there was a significant relationship between future dimension in managers and personnel with education degrees (p≤0.005). There was a significant difference between managers and employees in future dimension (p=0.018). It seems that the participants have acceptable strategic thinking levels, although there is still room for improvement. Therefore, considering the factors such as educational development of managers and personnel can be very useful in this regard.

How Do Thinking Styles Influence Collaborative Dispositions? A Study on the Relationships between Thinking Styles and Collaborative Dispositions for Youngsters in Taiwan

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Wu, Mingchang; Ho, Shihuei; Lin, Hsiuhsu; Chang, Wenlung; Chen, Lihua

2013-01-01

Collaboration dispositions keep attracting high attention in the business world for organizational competition and teamwork efficiency. Educators also highly value the cultivation of youngsters' thinking strategies and styles which facilitate their learning performance and even career achievement. This study was conducted to identify the…

Thinking and creative styles: the impact in educational and professional areas

Directory of Open Access Journals (Sweden)

Solange Muglia Weschler

2015-09-01

Full Text Available Styles can be defined as thinking and behaving preferences on specific situations. Assessing thinking and creative styles can give essential information on ways creativity can be expressed in the educational and professional areas. Considering this, a scale entitled Style of Thinking and Creating was developed based on the creative persons’ characteristics. Two main studies with Brazilian samples demonstrated the validity of this scale to identify creative productive individuals. Five additional investigations conducted with high school and university students, as well as professionals on leadership positions, indicated the existence of significant relationships among styles with learning motivation, school achievement, leadership behaviors and creative attitudes, but no relationships among styles and personality types. In conclusion, the need to understand styles for thinking and creating in order to provide better educational and professional guidance was confirmed. 

How to Analyze the Students’ Thinking Levels Based on SOLO Taxonomy?

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Putri, U. H.; Mardiyana, M.; Saputro, D. R. S.

2017-09-01

This study aims to determine the extent to which the students ‘thinking level based on SOLO taxonomy in geometry learning viewed from students’ self efficacy (SE). This research utilizes descriptive research with qualitative approach. The data was collected by giving SE questionnaires to 32 students of grade VIII Junior High School which were then categorized into three (high, medium, and low). The subjects of the study were taken by one student in each SE category (high, medium, and low) which then given the problem solving test and the result was triangulated by interview. From this research, it is found that students with high SE can achieve uniructural-relational thinking level, subject with medium SE can be reach the level of unistructural-multistructural thinking, and subject with low SE able to reach unistructural-pristructural level. By paying attention to SE in learning, especially in problem solving process, it is expected that the educator can prepare the learning as well as possible so as to obtain optimal learning achievement.

Understanding students' motivation in project work: a 2 x 2 achievement goal approach.

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Liu, Woon Chia; Wang, C K John; Tan, Oon Seng; Ee, Jessie; Koh, Caroline

2009-03-01

The project work (PW) initiative was launched in 2000 by the Ministry of Education, Singapore, to encourage application of knowledge across disciplines, and to develop thinking, communication, collaboration, and metacognitive skills. Although PW has been introduced for a few years, few studies have examined the motivation of students in PW, especially with the use of the recently proposed 2 x 2 achievement goal framework. To use a cluster analytic approach to identify students' achievement goal profiles at an intra-individual level, and to examine their links to various psychological characteristics and perceived outcomes in PW. Participants were 491 Secondary 2 students (mean age = 13.78, SD = 0.77) from two government coeducational schools. Cluster analysis was performed to identify distinct subgroups of students with similar achievement goal profiles. One-way MANOVAs, followed by post hoc Tukey HSD tests for pairwise comparisons were used to determine whether there was any significant difference amongst clusters in terms of the psychological characteristics and perceived outcomes in PW. Four distinct clusters of students were identified. The cluster with high achievement goals and the cluster with moderately high goals had the most positive psychological characteristics and perceived outcomes. In contrast, the cluster with very low scores for all four achievement goals had the most maladaptive profile. The study provides support for the 2 x 2 achievement goal framework, and demonstrates that multiple goals can operate simultaneously. However, it highlights the need for cross-cultural studies to look into the approach-avoidance dimension in the 2 x 2 achievement goal framework.

Critical thinking evaluation in reflective writing: Development and testing of Carter Assessment of Critical Thinking in Midwifery (Reflection).

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Carter, Amanda G; Creedy, Debra K; Sidebotham, Mary

2017-11-01

develop and test a tool designed for use by academics to evaluate pre-registration midwifery students' critical thinking skills in reflective writing. a descriptive cohort design was used. a random sample (n = 100) of archived student reflective writings based on a clinical event or experience during 2014 and 2015. a staged model for tool development was used to develop a fifteen item scale involving item generation; mapping of draft items to critical thinking concepts and expert review to test content validity; inter-rater reliability testing; pilot testing of the tool on 100 reflective writings; and psychometric testing. Item scores were analysed for mean, range and standard deviation. Internal reliability, content and construct validity were assessed. expert review of the tool revealed a high content validity index score of 0.98. Using two independent raters to establish inter-rater reliability, good absolute agreement of 72% was achieved with a Kappa coefficient K = 0.43 (pcritical thinking in reflective writing. Validation with large diverse samples is warranted. reflective practice is a key learning and teaching strategy in undergraduate Bachelor of Midwifery programmes and essential for safe, competent practice. There is the potential to enhance critical thinking development by assessingreflective writing with the CACTiM (reflection) tool to provide formative and summative feedback to students and inform teaching strategies. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

Thinking-in-Concert

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O'Donnell, Aislinn

2012-01-01

In this essay, I examine the concept of thinking in Hannah Arendt's writings. Arendt's interest in the experience of thinking allowed her to develop a concept of thinking that is distinct from other forms of mental activity such as cognition and problem solving. For her, thinking is an unending, unpredictable and destructive activity without fixed…

Measuring more than we know? An examination of the motivational and situational influences in science achievement

Science.gov (United States)

Haydel, Angela Michelle

The purpose of this dissertation was to advance theoretical understanding about fit between the personal resources of individuals and the characteristics of science achievement tasks. Testing continues to be pervasive in schools, yet we know little about how students perceive tests and what they think and feel while they are actually working on test items. This study focused on both the personal (cognitive and motivational) and situational factors that may contribute to individual differences in achievement-related outcomes. 387 eighth grade students first completed a survey including measures of science achievement goals, capability beliefs, efficacy related to multiple-choice items and performance assessments, validity beliefs about multiple-choice items and performance assessments, and other perceptions of these item formats. Students then completed science achievement tests including multiple-choice items and two performance assessments. A sample of students was asked to verbalize both thoughts and feelings as they worked through the test items. These think-alouds were transcribed and coded for evidence of cognitive, metacognitive and motivational engagement. Following each test, all students completed measures of effort, mood, energy level and strategy use during testing. Students reported that performance assessments were more challenging, authentic, interesting and valid than multiple-choice tests. They also believed that comparisons between students were easier using multiple-choice items. Overall, students tried harder, felt better, had higher levels of energy and used more strategies while working on performance assessments. Findings suggested that performance assessments might be more congruent with a mastery achievement goal orientation, while multiple-choice tests might be more congruent with a performance achievement goal orientation. A variable-centered analytic approach including regression analyses provided information about how students, on

Development of probabilistic thinking-oriented learning tools for probability materials at junior high school students

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Sari, Dwi Ivayana; Hermanto, Didik

2017-08-01

This research is a developmental research of probabilistic thinking-oriented learning tools for probability materials at ninth grade students. This study is aimed to produce a good probabilistic thinking-oriented learning tools. The subjects were IX-A students of MTs Model Bangkalan. The stages of this development research used 4-D development model which has been modified into define, design and develop. Teaching learning tools consist of lesson plan, students' worksheet, learning teaching media and students' achievement test. The research instrument used was a sheet of learning tools validation, a sheet of teachers' activities, a sheet of students' activities, students' response questionnaire and students' achievement test. The result of those instruments were analyzed descriptively to answer research objectives. The result was teaching learning tools in which oriented to probabilistic thinking of probability at ninth grade students which has been valid. Since teaching and learning tools have been revised based on validation, and after experiment in class produced that teachers' ability in managing class was effective, students' activities were good, students' responses to the learning tools were positive and the validity, sensitivity and reliability category toward achievement test. In summary, this teaching learning tools can be used by teacher to teach probability for develop students' probabilistic thinking.

Critical Thinking among Post-Graduate Diploma in Education Students in Higher Education: Reality or Fuss?

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Moeti, Bakadzi; Mgawi, Rabson Killion; Moalosi, Waitshega Tefo Smitta

2017-01-01

Critical thinking is recognised as an influential attribute to achieve quality learning and teaching in higher education institutions world over. This interpretive research study explored the critical thinking among PGDE students at the University of Botswana. The aim of the study was to identify factors contributing to the application of critical…

Ayahuasca enhances creative divergent thinking while decreasing conventional convergent thinking.

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Kuypers, K P C; Riba, J; de la Fuente Revenga, M; Barker, S; Theunissen, E L; Ramaekers, J G

2016-09-01

Ayahuasca is a South American psychotropic plant tea traditionally used in Amazonian shamanism. The tea contains the psychedelic 5-HT2A receptor agonist N,N-dimethyltryptamine (DMT), plus β-carboline alkaloids with monoamine oxidase-inhibiting properties. Increasing evidence from anecdotal reports and open-label studies indicates that ayahuasca may have therapeutic effects in treatment of substance use disorders and depression. A recent study on the psychological effects of ayahuasca found that the tea reduces judgmental processing and inner reactivity, classic goals of mindfulness psychotherapy. Another psychological facet that could potentially be targeted by ayahuasca is creative divergent thinking. This mode of thinking can enhance and strengthen psychological flexibility by allowing individuals to generate new and effective cognitive, emotional, and behavioral strategies. The present study aimed to assess the potential effects of ayahuasca on creative thinking. We visited two spiritual ayahuasca workshops and invited participants to conduct creativity tests before and during the acute effects of ayahuasca. In total, 26 participants consented. Creativity tests included the "pattern/line meanings test" (PLMT) and the "picture concept test" (PCT), both assessing divergent thinking and the latter also assessing convergent thinking. While no significant effects were found for the PLMT, ayahuasca intake significantly modified divergent and convergent thinking as measured by the PCT. While convergent thinking decreased after intake, divergent thinking increased. The present data indicate that ayahuasca enhances creative divergent thinking. They suggest that ayahuasca increases psychological flexibility, which may facilitate psychotherapeutic interventions and support clinical trial initiatives.

Reflective journal writing: how it promotes reflective thinking in clinical nursing education: a students' perspective.

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Kok, J; Chabeli, M M

2002-08-01

According to the outcomes-based education and training system of education (OBET) in the country and the South African Nursing Council, education should focus on "creating" reflective learners and practitioners. This article seeks to determine the effectiveness of reflective journal writing in promoting the reflective thinking of learners in clinical nursing education and to validate the guidelines described in a bigger study on how to facilitate reflective thinking using reflective journal writing. A qualitative, contextual, explorative, descriptive research design was used to determine the learners' perceptions on whether reflective journal writing did promote their higher-level thinking skills during the six-month placement in a psychiatric clinical practice using the reflective diaries. From a population of seventeen fourth-year students, six volunteered to participate in a focus group interview. The data was analysed by means of the descriptive method of open coding of Tesch (in Creswell, 1994:154-156). Positive and negative results from the perceptions of the participants and a literature review served as a basis for deducing and describing guidelines for the effective use of reflective journal writing in promoting reflective thinking in clinical nursing education. The positive perception was the development of problem-solving skills attained through reflection by using analytical critical thinking, synthesis and the evaluation of situations. Self-evaluation leading to intellectual growth and self-awareness indicated a positive perception. Negative perceptions were that reflective journal writing is time consuming, content based with a lack of clear expectations from the teacher, and distrust of students about the information written. Guba's model of ensuring trustworthiness in qualitative research as described in Krefting (1991:215-222) was employed. It is concluded that reflective journal writing in clinical nursing education does promote reflective

Discovery learning model with geogebra assisted for improvement mathematical visual thinking ability

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Juandi, D.; Priatna, N.

2018-05-01

The main goal of this study is to improve the mathematical visual thinking ability of high school student through implementation the Discovery Learning Model with Geogebra Assisted. This objective can be achieved through study used quasi-experimental method, with non-random pretest-posttest control design. The sample subject of this research consist of 62 senior school student grade XI in one of school in Bandung district. The required data will be collected through documentation, observation, written tests, interviews, daily journals, and student worksheets. The results of this study are: 1) Improvement students Mathematical Visual Thinking Ability who obtain learning with applied the Discovery Learning Model with Geogebra assisted is significantly higher than students who obtain conventional learning; 2) There is a difference in the improvement of students’ Mathematical Visual Thinking ability between groups based on prior knowledge mathematical abilities (high, medium, and low) who obtained the treatment. 3) The Mathematical Visual Thinking Ability improvement of the high group is significantly higher than in the medium and low groups. 4) The quality of improvement ability of high and low prior knowledge is moderate category, in while the quality of improvement ability in the high category achieved by student with medium prior knowledge.

Competing on analytics.

Science.gov (United States)

Davenport, Thomas H

2006-01-01

We all know the power of the killer app. It's not just a support tool; it's a strategic weapon. Companies questing for killer apps generally focus all their firepower on the one area that promises to create the greatest competitive advantage. But a new breed of organization has upped the stakes: Amazon, Harrah's, Capital One, and the Boston Red Sox have all dominated their fields by deploying industrial-strength analytics across a wide variety of activities. At a time when firms in many industries offer similar products and use comparable technologies, business processes are among the few remaining points of differentiation--and analytics competitors wring every last drop of value from those processes. Employees hired for their expertise with numbers or trained to recognize their importance are armed with the best evidence and the best quantitative tools. As a result, they make the best decisions. In companies that compete on analytics, senior executives make it clear--from the top down--that analytics is central to strategy. Such organizations launch multiple initiatives involving complex data and statistical analysis, and quantitative activity is managed atthe enterprise (not departmental) level. In this article, professor Thomas H. Davenport lays out the characteristics and practices of these statistical masters and describes some of the very substantial changes other companies must undergo in order to compete on quantitative turf. As one would expect, the transformation requires a significant investment in technology, the accumulation of massive stores of data, and the formulation of company-wide strategies for managing the data. But, at least as important, it also requires executives' vocal, unswerving commitment and willingness to change the way employees think, work, and are treated.

Developing thinking skill system for modelling creative thinking and critical thinking of vocational high school student

Science.gov (United States)

Dewanto, W. K.; Agustianto, K.; Sari, B. E.

2018-01-01

Vocational students must have practical skills in accordance with the purpose of vocational school that creating the skilled graduates according to their field. Graduates of vocational education are required not just as users, but be able to create. Thus requiring critical and creative thinking skills to assist students in generating ideas, analyzing and creating a product of value. Based on this, then this research aims to develop a system to know the level of ability to think critically and creative students, that resulted students can do self-reflection in improving the ability to think critically and creatively as a supporter of practical ability. The system testing using Naïve Bayes Correlation shown an average accuracy of 93.617% in assessing the students’ critical and creative thinking ability. By using modeling with this system will be known level of students’ critical and creative thinking ability, then the output of the system is used to determine the type of innovation in the learning process to improve the critical and creative thinking skills to support the practical skills of students as skilled vocational students.

Critical Thinking Disposition and Skills in Dental Students: Development and Relationship to Academic Outcomes.

Science.gov (United States)

Whitney, Eli M; Aleksejuniene, Jolanta; Walton, Joanne N

2016-08-01

Critical thinking is a key element of complex problem-solving and professional behavior. An ideal critical thinking measurement instrument would be able to accurately predict which dental students are predisposed to and capable of thinking critically and applying such thinking skills to clinical situations. The aims of this study were to describe critical thinking disposition and skills in dental students at the beginning and end of their first year, examine cohort and gender effects, and compare their critical thinking test scores to their first-year grades. Volunteers from three student cohorts at the University of British Columbia were tested using the California Critical Thinking Disposition Inventory and California Critical Thinking Skills instruments at the beginning and end of their first year. Based on the preliminary findings, one cohort was retested at graduation when their final-year grades and clinical advisor rankings were compared to their critical thinking test scores. The results showed that students who entered dental school with higher critical thinking scores tended to complete their first year with higher critical thinking scores, achieve higher grades, and show greater disposition to think critically at the start of the program. Students who demonstrated an ability to think critically and had a disposition to do so at the start of the program were also likely to demonstrate those same attributes at the completion of their training. High critical thinking scores were associated with success in both didactic and clinical settings in dental school.

The Practice and Challenges of Implementing Critical Thinking Skills in Omani Post-Basic EFL Classrooms

Science.gov (United States)

Al-Kindi, Naeema Saleh; AL-Mekhlafi, Abdo Mohammed

2017-01-01

The purpose of the current study is to investigate post-basic English teachers' practice of critical thinking skills and the challenges they face while teaching skills in EFL classrooms. Three research questions were investigated to achieve this purpose: 1--To what extent do EFL teachers use classroom behaviors that nurture critical thinking at…

Teaching Critical Thinking Using Reflective Journaling in a Nursing Fellowship Program.

Science.gov (United States)

Zori, Susan

2016-07-01

Critical thinking (CT) is considered to be foundational for the development of RN clinical reasoning. Reflective journaling has been used as an educational strategy to support the development of CT. This project's purpose was to explore how using reflective journaling about CT dispositions with RNs in a fellowship program might influence RN's use of CT dispositions. This descriptive, qualitative study used content analysis as the method to analyze journal entries focused on seven CT dispositions: inquisitiveness, systematicity, open mindedness, analyticity, truth seeking, CT maturity, and CT confidence written by RNs in the first 7 weeks of their fellowship program. Based on the content analysis of journal entries, two major descriptive themes emerged: Development of Critical Thinking Is a Process That Develops During a Period of Time, and Purposefully Engaging Critical Thinking Dispositions May Help Prevent Negative Patient Outcomes. The purposeful use of CT dispositions as described in the journal entries also helped to guide the RN's individual learning. J Contin Educ Nurs. 2016;47(7):321-329. Copyright 2016, SLACK Incorporated.

Critical Thinking and Disposition Toward Critical Thinking Among Physical Therapy Students.

Science.gov (United States)

Domenech, Manuel A; Watkins, Phillip

2015-01-01

Students who enter a physical therapist (PT) entry-level program with weak critical thinking skills may not be prepared to benefit from the educational training program or successfully engage in the future as a competent healthcare provider. Therefore, assessing PT students' entry-level critical thinking skills and/or disposition toward critical thinking may be beneficial to identifying students with poor, fair, or good critical thinking ability as one of the criteria used in the admissions process into a professional program. First-year students (n=71) from the Doctor of Physical Therapy (DPT) program at Texas Tech University Health Sciences Center completed the California Critical Thinking Skills Test (CCTST), the California Critical Thinking Dispositions Inventory (CCTDI), and demographic survey during orientation to the DPT program. Three students were lost from the CCTST (n=68), and none lost from the CCTDI (n=71). Analysis indicated that the majority of students had a positive disposition toward critical thinking, yet the overall CCTST suggested that these students were somewhat below the national average. Also, individuals taking math and science prerequisites at the community-college level tended to have lower overall CCTST scores. The entering DPT class demonstrated moderate or middle range scores in critical thinking and disposition toward critical thinking. This result does not indicate, but might suggest, the potential for learning challenges. Assessing critical thinking skills as part of the admissions process may prove advantageous.

KEEFEKTIFAN THINK-PAIR-SHARE UNTUK MENINGKATKAN PEMAHAMAN MAHASISWA MENGENAI KONSEP DASAR HUBUNGAN MASYARAKAT

Directory of Open Access Journals (Sweden)

Nina Oktarina

2016-01-01

Full Text Available Intention of research this is to improve quality of study of public relations, to increase the spirit of learning student, to uplift skill teacher in developing model and study media and to increase the achievement learn student. This research is research of class action which is consisted of three cycle. Result of research show achievement learn natural student of improvement in each its cycle. learn student of before applying of method Think-Pair-Share 0%, after applying of method Think-Pair-Share, learn from student after conducted by a final test is 76,67%. Enthusiasm, livelines and student cooperation in course of study of 1-4 result is good ( 3,39. Perception result hit skill teacher in study management by using method Think-Pair-Share with 1-4 showing good result with rate from cycle 1, cycle 2, and cycle 3 is 3,38. The score represent rate from entire/all aspect perceived at three

Resilience Thinking and a Decision-Analytic Approach to Conservation: Strange Bedfellows or Essential Partners?

Directory of Open Access Journals (Sweden)

Fred A. Johnson

2013-06-01

Full Text Available There has been some tendency to view decision science and resilience theory as opposing approaches, or at least as contending perspectives, for natural resource management. Resilience proponents have been especially critical of optimization in decision science, at least for those cases where it is focused on the aggressive pursuit of efficiency. In general, optimization of resource systems is held to reduce spatial, temporal, or organizational heterogeneity that would otherwise limit efficiency, leading to homogenization of a system and making it less able to cope with unexpected changes or disturbances. For their part, decision analysts have been critical of resilience proponents for not providing much practical advice to decision makers. We believe a key source of tension between resilience thinking and application of decision science is the pursuit of efficiency in the latter (i.e., choosing the "best" management action or strategy option to maximize productivity of one or few resource components, vs. a desire in the former to keep options open (i.e., maintaining and enhancing diversity. It seems obvious, however, that with managed natural systems, there must be a principle by which to guide decision making, which at a minimum allows for a comparison of projected outcomes associated with decision alternatives. This is true even if the primary concern of decision making is the preservation of system resilience. We describe how a careful framing of conservation problems, especially in terms of management objectives and predictive models, can help reduce the purported tension between resilience thinking and decision analysis. In particular, objective setting in conservation problems needs to be more attuned to the dynamics of ecological systems and to the possibility of deep uncertainties that underlie the risk of unintended, if not irreversible, outcomes. Resilience thinking also leads to the suggestion that model development should focus more

CRITICAL THINKING AND ITS AFFECTING FACTORS

Directory of Open Access Journals (Sweden)

S Slameto

2017-09-01

Full Text Available The objectives of this research were to measure the success rate achieved by the alumni of Open/Distance Learning (O/DL, the Bachelor Education In-service Teachers Program (BEITP, Staya Jacana Christian University(SWCU, Salatiga in their critical thinking habit that lead to their success, and to find factors which determined their critical thinking habit. The factors concerned were student factor (learning motivation, alumni’s readiness to enter ICT community, prerequisite or teacher factor (teacher’s ability in creating and using a new instructional context. This quantitative research belongs to the causality ex-post facto research. The data source was one class of O/ DL, the BEITP, SWCUstudents, who were chosen out of four classes, as many as 32 alumni in the academic year 2015/2016. Data were screened using a self-rating scale, which consisted of 40 items tested valid and reliable, and then reduced to 5 variablas. The BEITP, SWCU Salatiga had graduated most of its alumni who owned critical thinking habit at a high rate. The critical thinking habit was affected by the instructional contexts which enabled a new situation (Model 1, alumni’s readiness to enter the ICT community (Model 2, pre-requisite, i.e., mastery of previous lecture materials (Model 3, and student’s learning motivation (Model 4 to reach 81%. The alumni’s critical thinking habit of 51.20% was determined by the teacher’s role in developing instructional contexts which made a new situation possible. This finding was useful for educational quality management for the effectiveness and productivity of higher education, which should have been focused on the teacher in developing an instructional strategy based on context, alumni readiness to enter the ICT community, prerequisite, and student’s learning motivation.

Visual Thinking Strategies = Creative and Critical Thinking

Science.gov (United States)

Moeller, Mary; Cutler, Kay; Fiedler, Dave; Weier, Lisa

2013-01-01

Implementation of Visual Thinking Strategies (VTS) into the Camelot Intermediate School curriculum in Brookings, South Dakota, has fostered the development of creative and critical thinking skills in 4th- and 5th-grade students. Making meaning together by observing carefully, deciphering patterns, speculating, clarifying, supporting opinions, and…

Critical Thinking in Critical Care: Five Strategies to Improve Teaching and Learning in the Intensive Care Unit.

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Hayes, Margaret M; Chatterjee, Souvik; Schwartzstein, Richard M

2017-04-01

Critical thinking, the capacity to be deliberate about thinking, is increasingly the focus of undergraduate medical education, but is not commonly addressed in graduate medical education. Without critical thinking, physicians, and particularly residents, are prone to cognitive errors, which can lead to diagnostic errors, especially in a high-stakes environment such as the intensive care unit. Although challenging, critical thinking skills can be taught. At this time, there is a paucity of data to support an educational gold standard for teaching critical thinking, but we believe that five strategies, routed in cognitive theory and our personal teaching experiences, provide an effective framework to teach critical thinking in the intensive care unit. The five strategies are: make the thinking process explicit by helping learners understand that the brain uses two cognitive processes: type 1, an intuitive pattern-recognizing process, and type 2, an analytic process; discuss cognitive biases, such as premature closure, and teach residents to minimize biases by expressing uncertainty and keeping differentials broad; model and teach inductive reasoning by utilizing concept and mechanism maps and explicitly teach how this reasoning differs from the more commonly used hypothetico-deductive reasoning; use questions to stimulate critical thinking: "how" or "why" questions can be used to coach trainees and to uncover their thought processes; and assess and provide feedback on learner's critical thinking. We believe these five strategies provide practical approaches for teaching critical thinking in the intensive care unit.

IELTS ACADEMIC READING ACHIEVEMENT: THE CONTRIBUTION OF INFERENCE-MAKING AND EVALUATION OF ARGUMENTS

OpenAIRE

Afsaneh Ghanizadeh; Azam Vahidian Pour; Akram Hosseini

2017-01-01

The pivotal undertaking of education today is to endow individuals with the capacity to be able to think flexibly, reason rationally, and have open minds to be able to evaluate and interpret situations. In line with the studies demonstrating the positive relationship between higher-order thinking skills and academic achievement, this study aimed to particularly examine the impact of the two subcomponents of critical thinking, i.e., inference-making and evaluation of arguments on academic IELT...

Defining and Developing "Critical Thinking" Through Devising and Testing Multiple Explanations of the Same Phenomenon

Science.gov (United States)

Etkina, Eugenia; Planinšič, Gorazd

2015-10-01

Most physics teachers would agree that one of the main reasons for her/his students to take physics is to learn to think critically. However, for years we have been assessing our students mostly on the knowledge of physics content (conceptually and quantitatively). Only recently have science educators started moving systematically towards achieving and assessing this critical thinking goal. In this paper we seek to show how guiding students to devise and test multiple explanations of observed phenomena can be used to improve their critical thinking.

Science and thinking: The write connection

Science.gov (United States)

Butler, Gene

1991-09-01

The effective use of writing in science instruction may open the way for students to grow in their ability to exercise higher order thinking skills (Bland & Koppel, 1988). Scinto (1986) makes a compelling case for writing as a means of stimulating thinking when he states: The production of written text demands more elaborate strategies of preplanning. Written language demands the conscious organization of ensembles of propositions to achieve its end. The need to manipulate linguistic means in such a conscious and deliberate fashion entails a level of linguistic self-reflection not called forth in oral discourse (p. 101). Science educators may find that the writing process is one technique to help them move away from the teacher-centered, textbook-driven science classroom of today, and move toward the realization of science education which will ensure that students are able to function as scientifically literate citizens in our contemporary society.

Creativity and sensory gating indexed by the P50: selective versus leaky sensory gating in divergent thinkers and creative achievers.

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Zabelina, Darya L; O'Leary, Daniel; Pornpattananangkul, Narun; Nusslock, Robin; Beeman, Mark

2015-03-01

Creativity has previously been linked with atypical attention, but it is not clear what aspects of attention, or what types of creativity are associated. Here we investigated specific neural markers of a very early form of attention, namely sensory gating, indexed by the P50 ERP, and how it relates to two measures of creativity: divergent thinking and real-world creative achievement. Data from 84 participants revealed that divergent thinking (assessed with the Torrance Test of Creative Thinking) was associated with selective sensory gating, whereas real-world creative achievement was associated with "leaky" sensory gating, both in zero-order correlations and when controlling for academic test scores in a regression. Thus both creativity measures related to sensory gating, but in opposite directions. Additionally, divergent thinking and real-world creative achievement did not interact in predicting P50 sensory gating, suggesting that these two creativity measures orthogonally relate to P50 sensory gating. Finally, the ERP effect was specific to the P50 - neither divergent thinking nor creative achievement were related to later components, such as the N100 and P200. Overall results suggest that leaky sensory gating may help people integrate ideas that are outside of focus of attention, leading to creativity in the real world; whereas divergent thinking, measured by divergent thinking tests which emphasize numerous responses within a limited time, may require selective sensory processing more than previously thought. Copyright © 2015 Elsevier Ltd. All rights reserved.

Analytic cognitive style predicts religious and paranormal belief.

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Pennycook, Gordon; Cheyne, James Allan; Seli, Paul; Koehler, Derek J; Fugelsang, Jonathan A

2012-06-01

An analytic cognitive style denotes a propensity to set aside highly salient intuitions when engaging in problem solving. We assess the hypothesis that an analytic cognitive style is associated with a history of questioning, altering, and rejecting (i.e., unbelieving) supernatural claims, both religious and paranormal. In two studies, we examined associations of God beliefs, religious engagement (attendance at religious services, praying, etc.), conventional religious beliefs (heaven, miracles, etc.) and paranormal beliefs (extrasensory perception, levitation, etc.) with performance measures of cognitive ability and analytic cognitive style. An analytic cognitive style negatively predicted both religious and paranormal beliefs when controlling for cognitive ability as well as religious engagement, sex, age, political ideology, and education. Participants more willing to engage in analytic reasoning were less likely to endorse supernatural beliefs. Further, an association between analytic cognitive style and religious engagement was mediated by religious beliefs, suggesting that an analytic cognitive style negatively affects religious engagement via lower acceptance of conventional religious beliefs. Results for types of God belief indicate that the association between an analytic cognitive style and God beliefs is more nuanced than mere acceptance and rejection, but also includes adopting less conventional God beliefs, such as Pantheism or Deism. Our data are consistent with the idea that two people who share the same cognitive ability, education, political ideology, sex, age and level of religious engagement can acquire very different sets of beliefs about the world if they differ in their propensity to think analytically. Copyright © 2012 Elsevier B.V. All rights reserved.

Thinking Styles and Regret in Physicians.

Directory of Open Access Journals (Sweden)

Mia Djulbegovic

Full Text Available Decision-making relies on both analytical and emotional thinking. Cognitive reasoning styles (e.g. maximizing and satisficing tendencies heavily influence analytical processes, while affective processes are often dependent on regret. The relationship between regret and cognitive reasoning styles has not been well studied in physicians, and is the focus of this paper.A regret questionnaire and 6 scales measuring individual differences in cognitive styles (maximizing-satisficing tendencies; analytical vs. intuitive reasoning; need for cognition; intolerance toward ambiguity; objectivism; and cognitive reflection were administered through a web-based survey to physicians of the University of South Florida. Bonferroni's adjustment was applied to the overall correlation analysis. The correlation analysis was also performed without Bonferroni's correction, given the strong theoretical rationale indicating the need for a separate hypothesis. We also conducted a multivariate regression analysis to identify the unique influence of predictors on regret.165 trainees and 56 attending physicians (age range 25 to 69 participated in the survey. After bivariate analysis we found that maximizing tendency positively correlated with regret with respect to both decision difficulty (r=0.673; p<0.001 and alternate search strategy (r=0.239; p=0.002. When Bonferroni's correction was not applied, we also found a negative relationship between satisficing tendency and regret (r=-0.156; p=0.021. In trainees, but not faculty, regret negatively correlated with rational-analytical thinking (r=-0.422; p<0.001, need for cognition (r=-0.340; p<0.001, and objectivism (r=-0.309; p=0.003 and positively correlated with ambiguity intolerance (r=0.285; p=0.012. However, after conducting a multivariate regression analysis, we found that regret was positively associated with maximizing only with respect to decision difficulty (r=0.791; p<0.001, while it was negatively associated with

Do I Dare to Be Human? The Perverse Failure to Mourn, to Think, and to Love.

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Shoshani, Michael; Shoshani, Batya

2016-06-01

The authors discuss the relation between perverse psychic formations and the ability to develop a mind of one's own. The authors characterize the formation of perversity in terms of failure to develop the key capacities of thinking, mourning, and loving. These failures result in the abolishment of thinking and the repudiation of separateness and lead to the creation of different kinds of twisted coalitions, which shape the transference-counter-transference matrix. Persons with perverse psychic organizations have difficulties developing their own minds due to their refusal to acknowledge human limitations and their inability to accept the fundamental differences of human existence: self-other, child-adult, male-female. These characterizations are illustrated by clinical material, including a detailed analytic session, demonstrating the perverse aggresivization and sexualization of the analytic relationship. The role of the analyst is to detoxify the violence and destruction and to translate the language of perversion into the language of love.

Bridging worlds: participatory thinking in Jungian context.

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Brown, Robin S

2017-04-01

Introducing the 'participatory' paradigm associated with the work of transpersonalists Richard Tarnas and Jorge Ferrer, the author outlines an approach to Jung's archetypal thinking that might offer a more adequate basis in which to ground a non-reductive approach to practice. In order to demonstrate the relevance of this outlook at the present time, the author begins by examining recent debates concerning the nature of 'truth' in the clinical setting. Reflecting on the difficulties analysts face in attempting to maintain professional authority without falling into an implicit authoritarianism, it is argued that any approach to therapy seeking to orient itself towards 'the unconscious' must posit the challenges of pluralism as a central concern for practice. With reference to the relationship between analytical psychology and the psychoanalytic mainstream, attention is drawn to the theoretical problems raised by the relational commitment to constructivist epistemologies, and a consequent tendency towards biological reductionism. Turning to the Jungian literature, similar tensions are observed at play in the present state of analytical psychology. Drawing attention to the process-oriented qualities of Jung's work, it is suggested that the speculative nature of Jung's psychology offers a more adequate basis for contemporary practice than might be assumed. © 2017, The Society of Analytical Psychology.

Critical thinking skills in midwifery practice: Development of a self-assessment tool for students.

Science.gov (United States)

Carter, Amanda G; Creedy, Debra K; Sidebotham, Mary

2017-07-01

Develop and test a tool designed for use by pre-registration midwifery students to self-appraise their critical thinking in practice. A descriptive cohort design was used. All students (n=164) enrolled in a three-year Bachelor of Midwifery program in Queensland, Australia. The staged model for tool development involved item generation, mapping draft items to critical thinking concepts and expert review to test content validity, pilot testing of the tool to a convenience sample of students, and psychometric testing. Students (n=126, 76.8% response rate) provided demographic details, completed the new tool, and five questions from the Motivated Strategies for Learning Questionnaire (MSLQ) via an online platform or paper version. A high content validity index score of 0.97 was achieved through expert review. Construct validity via factor analysis revealed four factors: seeks information, reflects on practice, facilitates shared decision making, and evaluates practice. The mean total score for the tool was 124.98 (SD=12.58). Total and subscale scores correlated significantly. The scale achieved good internal reliability with a Cronbach's alpha coefficient of 0.92. Concurrent validity with the MSLQ subscale was 0.35 (pcritical thinking in practice. Critical thinking skills are vital for safe and effective midwifery practice. Students' assessment of their critical thinking development throughout their pre-registration programme makes these skills explicit, and could guide teaching innovation to address identified deficits. The availability of a reliable and valid tool assists research into the development of critical thinking in education and practice. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

Think Pair Share: A Teaching Learning Strategy to Enhance Students' Critical Thinking

Science.gov (United States)

Kaddoura, Mahmoud

2013-01-01

This study investigated the change in critical thinking (CT) skills of baccalaureate nursing students who were educated using a Think-Pair-Share (TPS) or an equivalent Non-Think-Pair-Share (Non-TPS) teaching method. Critical thinking has been an essential outcome of nursing students to prepare them to provide effective and safe quality care for…

Exploring Connections between Creative Thinking and Higher Attaining Writing

Science.gov (United States)

Copping, Adrian

2018-01-01

This paper explores writing pedagogy in the primary classroom and connections between children thinking creatively and their achievement in writing. Initially 'continuing professional development' for teachers, I designed and facilitated a two-day writing workshop with a class of children around the theme of a Victorian murder mystery. This was…

The Relationship Between Strategic Thinking and Hospital Managers’ Productivity in Teaching Hospitals of Shiraz

Directory of Open Access Journals (Sweden)

Kiaei

2016-02-01

Full Text Available Background Using different methods of strategic thinking is essential for organizations such as hospitals; without them, many organizations will not survive. The aim of the present study is to evaluate the relationship between strategic thinking and management productivity in teaching hospitals of Shiraz. Objectives Because of the importance of strategic management in organizational productivity, the present study is conducted with the goal of assessing the relationship between strategic thinking and hospital managers’ productivity. Patients and Methods This descriptive-correlational study was conducted in 2015. The statistical population included all managers in different levels in the teaching hospitals of Shiraz (170 persons. Among these, 119 participants were selected through Cochran’s formula and a simple random sampling method. Data were collected by a questionnaire addressing strategic thinking based on Liedtka’s model and Hersey and Blanchard’s theory. Its validity was verified by a panel of experts and its reliability was measured in previous studies. Data analysis was performed in SPSS version 20 using descriptive and analytic statistics (analysis of variance (ANOVA, Pearson’s correlation test and t-test. Results The average and Standard Deviation of strategic thinking managers was (2.2 ± 0.04, and productivity of management (2.32 ± 0.37 was estimated on the average level. There was a direct meaningful relationship between strategically thinking managers and productivity (r = 0.387, P < 0.001. The results also showed that there is a meaningful correlation between strategic thinking and sustainability, organizational support and understanding of the job. Conclusions Due to the correlation between strategic thinking and productivity, we recommend educating and training managers in the use of strategic thinking, and that they understand its importance to productivity. Managers should understand that increasing efficiency in a

Thinking Critically about Critical Thinking: Integrating Online Tools to Promote Critical Thinking

OpenAIRE

B. Jean Mandernach, PhD

2006-01-01

The value and importance of critical thinking is clearly established; the challenge for instructors lies in successfully promoting students’ critical thinking skills within the confines of a traditional classroom experience. Since instructors are faced with limited student contact time to meet their instructional objectives and facilitate learning, they are often forced to make instructional decisions between content coverage, depth of understanding, and critical analysis of course material. ...

Developing Strategic Thinking in Business Education

OpenAIRE

Contantin BRĂTIANU

2015-01-01

The new business environment becomes more and more turbulent with rapid and unpredictable changes. Operational management focusing on present issues and profit maximization is not able to look into the future and anticipate market dynamics. Companies need to develop strategic management as an overarching framework able to search into the future and construct strategies for achieving a competitive advantage. That needs a new way of thinking and decision making. The core of that process is stra...

Thinking aloud influences perceived time.

Science.gov (United States)

Hertzum, Morten; Holmegaard, Kristin Due

2015-02-01

We investigate whether thinking aloud influences perceived time. Thinking aloud is widely used in usability evaluation, yet it is debated whether thinking aloud influences thought and behavior. If thinking aloud is restricted to the verbalization of information to which a person is already attending, there is evidence that thinking aloud does not influence thought and behavior. In an experiment, 16 thinking-aloud participants and 16 control participants solved a code-breaking task 24 times each. Participants estimated task duration. The 24 trials involved two levels of time constraint (timed, untimed) and resulted in two levels of success (solved, unsolved). The ratio of perceived time to clock time was lower for thinking-aloud than control participants. Participants overestimated time by an average of 47% (thinking aloud) and 94% (control). The effect of thinking aloud on time perception also held separately for timed, untimed, solved, and unsolved trials. Thinking aloud (verbalization at Levels 1 and 2) influences perceived time. Possible explanations of this effect include that thinking aloud may require attention, cause a processing shift that overshadows the perception of time, or increase mental workload. For usability evaluation, this study implies that time estimates made while thinking aloud cannot be compared with time estimates made while not thinking aloud, that ratings of systems experienced while thinking aloud may be inaccurate (because the experience of time influences other experiences), and that it may therefore be considered to replace concurrent thinking aloud with retrospective thinking aloud when evaluations involve time estimation.

Por dentro dos “reservatórios de idéias”: uma agenda de pesquisa para os think tanks brasileiros | Inside "think tanks": a research agenda for Brazilian think tanks

Directory of Open Access Journals (Sweden)

Camila Carneiro Dias Rigolin

2012-04-01

Full Text Available Resumo Este trabalho explora a relação entre conhecimento e decisão política ou entre expertise e desenho de políticas públicas, apresentando uma proposta teórico-metodológica para a caracterização de think tanks no Brasil, instituições que operam na fronteira entre o mundo acadêmico e a esfera governamental. Trata-se de um lócus privilegiado de fazer política, em que a disputa pelo poder se dá no campo das idéias. Investigar estas instituições permite analisar como o conhecimento especializado influencia a decisão política e identificar os processos através dos quais os experts adquirem status frente à sociedade. A proposta apoia-se na articulação de conceitos oriundos de dois campos de conhecimento: a Sociologia do Conhecimento e a Teoria Política, que fornecem os referenciais adequados para a investigação de fenômenos relativos à ascendência do conhecimento especializado na formulação, implementação e avaliação de políticas públicas. Palavras-chave think tanks, expertise, planejamento, políticas públicas. Abstract This paper explores the relationship between knowledge and political decision or between expertise and the design of public policies. It presents a theoretical and methodological framework for the characterization of Brazilian think tanks. These are institutions that work at the front line of academic circles and governmental spheres. Think tanks are a privileged locus of policy making, where power disputes are framed in terms of idea issues. The study of the nature of these institutions allows us to better understand how certified knowledge influences political decision and how experts build prestige and status in contemporary society. This proposal is based in concepts that come from two disciplinary fields: Sociology of Knowledge and Political Theory. Together, they provide the analytical framework to investigate the ascendance of expertise in the building, implementation and evaluation

Instructional Strategies for Developing Critical Thinking in EFL Classrooms

Science.gov (United States)

Zhao, Cairan; Pandian, Ambigapathy; Singh, Manjet Kaur Mehar

2016-01-01

In English as first language contexts, clear requirement for critical thinking (CT) has been listed in teaching guidelines and assessment criteria in higher education. At present, fostering language learners to be critical thinkers is valued in English as a foreign language (EFL) teaching as well; yet how to achieve the objective remains a…

Predictive analytics can support the ACO model.

Science.gov (United States)

Bradley, Paul

2012-04-01

Predictive analytics can be used to rapidly spot hard-to-identify opportunities to better manage care--a key tool in accountable care. When considering analytics models, healthcare providers should: Make value-based care a priority and act on information from analytics models. Create a road map that includes achievable steps, rather than major endeavors. Set long-term expectations and recognize that the effectiveness of an analytics program takes time, unlike revenue cycle initiatives that may show a quick return.

Resource-Based Thinking as a Means of Implementation of Personality’s Creative Potential

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Mergalyas M. Kashapov

2017-12-01

Full Text Available Introduction: the authors consider the resource-based thinking as a means of implementing the creative potential of personality. The relevance of the study is caused by the absence of theoretical and empirical research works about the resource-based thinking as a cognitive process of revealing the best ways to solve problems in a variety of areas of activities. The purpose of article is to conduct the empirical research and theoretical substantiation of a subject’s resource-based thinking capable to show initiative in search for the new and to be able to take the responsibility for process and result of cogni tive-transformative activity. Materials and Methods: the Life Line technique by A. A. Kronik and E. I. Golovakha was used in the research; a qualitative analysis of the empirical data was carried out; a synthesis of previously obtained results of the resource-based thinking study was achieved. Results: the resource-based thinking has a variable effect on the implementation of the personal creativity. The subsequent development of a person depends on the level of maturity of resource-based thinking in different stages of his/her life. The resource-based thinking can be a means of realising the personality’s creative potential or a means of their extinction depending on the congruence of potentials with the most important life events. Discussion and Conclusions: the resource-based thinking of a professional is associated with cognitive selfsupport and promotes a positive interpretation of the situation and a constructive change in self-perception. An analysis of certain life events influenced the future of a man, his personal development and formation in society is made. The conceptual basis of resource-based thinking with a description of functions, structural components, resource conditions, as well as the specifics of their formation and stages of implementation is presented. Understanding the resource-based essence of a man as a

Student teachers’ mathematical questioning and courage in metaphorical thinking learning

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Hendriana, H.; Hidayat, W.; Ristiana, M. G.

2018-01-01

This study was designed in the form of experiments with control group design and post-test only which aimed to examine the role of metaphorical thinking learning in the mathematical questioning ability of student teachers based on the level of mathematical courage. The population of this study was student teachers of mathematics education study program in West Java Province, while the sample of this study was 152 student teachers which were set purposively and then randomly to be included in the experimental class and control class. Based on the results and discussion, it was concluded that: (a) the mathematical questioning ability of student teachers who received Metaphorical Thinking learning was better than those who received conventional learning seen from mathematical courage level; (b) learning and mathematical courage level factors affected the achievement of student teachers’ mathematical questioning ability. In addition, there was no interaction effect between learning and mathematical courage level (high, medium, and low) simultaneously in developing student teachers’ mathematical questioning ability; (c) achievement of mastering mathematical questioning ability of student teacher was still not well achieved on indicator of problem posing in the form of non-routine question and open question.

Thinking while leading. Understanding school leaders' daily thinking

NARCIS (Netherlands)

Wassink, H.

2004-01-01

What do school leaders think while performing their jobs? What is the nature of these thinking processes? And what is their function, with regard to the day-to-day leadership in the school? These questions are central to the research reported in this book. A naturalistic, interpretive research

Advancing methodological thinking and practice for development-compatible climate policy planning

DEFF Research Database (Denmark)

Scrieciu, S. Şerban; Belton, Valerie; Chalabi, Zaid

2014-01-01

planning climate policy actions.We also argue that analytical tools drawing on economic thinking which embraces interdisciplinary analysis and deep uncertainty and avoids the fallacy of unique optimal solutions, may deliver more effective strategies for pushing economies onto the transformational pathways...... body of competitive general equilibrium optimization models and cost-benefit analysis techniques of aggregation and monetization. However, its recommendations for climate action are often based on highly restrictive underlying assumptions, which have been increasingly criticized for being too...

Towards playful learning and computational thinking — Developing the educational robot BRICKO

DEFF Research Database (Denmark)

Pedersen, B. K. M. K.; Andersen, K. E.; J⊘rgensen, A.

2018-01-01

Educational Robotics has proven a feasible way of supporting and exemplifying Computational Thinking. With this paper, we describe the user-centered iterative and incremental development of a new educational robotic system, BRICKO, to support tangible, social and playful interaction while educating...... children in 1st–3rd grade in Computational Thinking. We develop the system through seven main iterations including a total of 108 participant pupils and their teachers. The methodology is a mixture of observation and interviews using Wizard of OZ testing with the early pilot prototypes as well as usability...... categories of command-bricks. We discuss the methodologies used for assuring a playful and social educational robotic system and conclude that we achieved a useful prototype for supporting education in Computational Thinking....

Systems Thinking and the Leadership Conundrum in Health Care

Science.gov (United States)

Marchildon, Gregory P.; Fletcher, Amber J.

2016-01-01

The ability to think in terms of a system is critical to achieving common direction, alignment, and commitment in highly distributed health systems. In Canada, provincial and territorial ministries of health provide leadership on the direction of health reform while leadership to align system levels is determined by a far more distributed group of…

Intrapersonal positive future thinking predicts repeat suicide attempts in hospital-treated suicide attempters.

Science.gov (United States)

O'Connor, Rory C; Smyth, Roger; Williams, J Mark G

2015-02-01

Although there is clear evidence that low levels of positive future thinking (anticipation of positive experiences in the future) and hopelessness are associated with suicide risk, the relationship between the content of positive future thinking and suicidal behavior has yet to be investigated. This is the first study to determine whether the positive future thinking-suicide attempt relationship varies as a function of the content of the thoughts and whether positive future thinking predicts suicide attempts over time. A total of 388 patients hospitalized following a suicide attempt completed a range of clinical and psychological measures (depression, hopelessness, suicidal ideation, suicidal intent and positive future thinking). Fifteen months later, a nationally linked database was used to determine who had been hospitalized again after a suicide attempt. During follow-up, 25.6% of linked participants were readmitted to hospital following a suicide attempt. In univariate logistic regression analyses, previous suicide attempts, suicidal ideation, hopelessness, and depression-as well as low levels of achievement, low levels of financial positive future thoughts, and high levels of intrapersonal (thoughts about the individual and no one else) positive future thoughts predicted repeat suicide attempts. However, only previous suicide attempts, suicidal ideation, and high levels of intrapersonal positive future thinking were significant predictors in multivariate analyses. Positive future thinking has predictive utility over time; however, the content of the thinking affects the direction and strength of the positive future thinking-suicidal behavior relationship. Future research is required to understand the mechanisms that link high levels of intrapersonal positive future thinking to suicide risk and how intrapersonal thinking should be targeted in treatment interventions. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

Hybrid Task Design: Connecting Learning Opportunities Related to Critical Thinking and Statistical Thinking

Science.gov (United States)

Kuntze, Sebastian; Aizikovitsh-Udi, Einav; Clarke, David

2017-01-01

Stimulating thinking related to mathematical content is the focus of many tasks in the mathematics classroom. Beyond such content-related thinking, promoting forms of higher order thinking is among the goals of mathematics instruction as well. So-called hybrid tasks focus on combining both goals: they aim at fostering mathematical thinking and…

Episodic future thinking and episodic counterfactual thinking: intersections between memory and decisions.

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Schacter, Daniel L; Benoit, Roland G; De Brigard, Felipe; Szpunar, Karl K

2015-01-01

This article considers two recent lines of research concerned with the construction of imagined or simulated events that can provide insight into the relationship between memory and decision making. One line of research concerns episodic future thinking, which involves simulating episodes that might occur in one's personal future, and the other concerns episodic counterfactual thinking, which involves simulating episodes that could have happened in one's personal past. We first review neuroimaging studies that have examined the neural underpinnings of episodic future thinking and episodic counterfactual thinking. We argue that these studies have revealed that the two forms of episodic simulation engage a common core network including medial parietal, prefrontal, and temporal regions that also supports episodic memory. We also note that neuroimaging studies have documented neural differences between episodic future thinking and episodic counterfactual thinking, including differences in hippocampal responses. We next consider behavioral studies that have delineated both similarities and differences between the two kinds of episodic simulation. The evidence indicates that episodic future and counterfactual thinking are characterized by similarly reduced levels of specific detail compared with episodic memory, but that the effects of repeatedly imagining a possible experience have sharply contrasting effects on the perceived plausibility of those events during episodic future thinking versus episodic counterfactual thinking. Finally, we conclude by discussing the functional consequences of future and counterfactual simulations for decisions. Copyright © 2013 Elsevier Inc. All rights reserved.

Building machines that learn and think like people.

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Lake, Brenden M; Ullman, Tomer D; Tenenbaum, Joshua B; Gershman, Samuel J

2017-01-01

Recent progress in artificial intelligence has renewed interest in building systems that learn and think like people. Many advances have come from using deep neural networks trained end-to-end in tasks such as object recognition, video games, and board games, achieving performance that equals or even beats that of humans in some respects. Despite their biological inspiration and performance achievements, these systems differ from human intelligence in crucial ways. We review progress in cognitive science suggesting that truly human-like learning and thinking machines will have to reach beyond current engineering trends in both what they learn and how they learn it. Specifically, we argue that these machines should (1) build causal models of the world that support explanation and understanding, rather than merely solving pattern recognition problems; (2) ground learning in intuitive theories of physics and psychology to support and enrich the knowledge that is learned; and (3) harness compositionality and learning-to-learn to rapidly acquire and generalize knowledge to new tasks and situations. We suggest concrete challenges and promising routes toward these goals that can combine the strengths of recent neural network advances with more structured cognitive models.

Is adolescence a critical period for learning formal thinking skills? A case study investigating the development of formal thinking skills in a short-term inquiry-based intervention program

Science.gov (United States)

Towne, Forrest S.

Current domestic and international comparative studies of student achievement in science are demonstrating that the U.S. needs to improve science education if it wants to remain competitive in the global economy. One of the causes of the poor performance of U.S. science education is the lack of students who have developed the formal thinking skills that are necessary to obtain scientific literacy. Previous studies have demonstrated that formal thinking skills can be taught to adolescents, however only 25% of incoming college freshman have these necessary skills. There is some evidence that adolescence (girls aged 11-13, boys aged 12-14) is a critical period where students must learn formal thinking skills, similar to the critical period that exists for young children learning languages. It is not known whether it is more difficult for students to learn formal thinking skills either prior to or following adolescence. The purpose of this quantitative case study is to determine whether adolescence is a critical period for students to learn formal thinking skills. The study also investigates whether a formal thinking skills focused program can improve students' intelligence. In this study 32 students who had not developed any formal thinking skills, ranging in age from 10-16, underwent an intensive four-week, inquiry-based, formal thinking skill intervention program that focused on two formal thinking skills: (1) the ability to control and exclude variables; and (2) the ability to manipulate ratios and proportionalities. The students undergoing the training were matched with control students by age, gender, formal thinking skill ability, and intelligence. The control group attended their traditional science course during the intervention periods. The results of the study showed that the intervention program was successful in developing students' formal thinking skills. The pre-adolescents (males, age 10-11, females, age 10) were unable to learn formal thinking skills

Nuclear age thinking

Energy Technology Data Exchange (ETDEWEB)

Depastas, A.N.

1990-01-01

According to the practicalist school, thinking emerges from activity and each human practice is giving food to its own distinctive kinds of perception, conduct, and perspective of the world. The author, while studying and describing developments after the commencement of the nuclear age in many fields of human behavior and knowledge, including the social sciences, particularly psychology and international politics, became an adherent to the practicalist philosophy when he perceived new relevant thoughts coming to his mind at the same time. Indeed writing is a learning experience. He has, therefore, systematically included these thoughts in the following pages and synoptically characterized them in the title: Nuclear Age Thinking. He considers this kind of thinking as automatic, conscious activity which is gradually influencing our choices and decisions. The author has reservations as regards Albert Einstein's saying that the unleashed power of the atom changed everything save our modes of thinking, because the uncontrollability of nuclear energy is apparently in the subconscious of mankind nowadays, influencing the development of a new mode of thinking, and that is the nuclear age thinking which is the subject of this book. Nuclear age thinking drives from the collective fear of extinction of life on earth due to this new power at man's disposal, and it is not only limited to the change in the conventional meaning of the words war and peace.

THE USE OF CRITICAL THINKING TECHNIQUE STUDYING A FOREIGN LANGUAGE AT A HIGHER EDUCATIONAL INSTITUTION

Directory of Open Access Journals (Sweden)

Надія Бреславець

2014-04-01

Full Text Available The article is devoted to the theoretical analysis of skills formation and to the use of critical thinking technique when studying a foreign language at a higher educational establishment. The essence, stages and phases of critical thinking technique have been highlighted, methods of its usage have been grounded. The process of investigation has revealed that introduction of critical thinking technique skills facilitates the increase of foreign language study effectiveness, livens up the work of the students aimed at achieving their personal goals of studies, calls the teachers to rethink the essence of the updated educational process.

Raising test scores vs. teaching higher order thinking (HOT): senior science teachers' views on how several concurrent policies affect classroom practices

Science.gov (United States)

Zohar, Anat; Alboher Agmon, Vered

2018-04-01

This study investigates how senior science teachers viewed the effects of a Raising Test Scores policy and its implementation on instruction of higher order thinking (HOT), and on teaching thinking to students with low academic achievements.

Using Complementary Learning Clusters in Studying Literature to Enhance Students' Medical Humanities Literacy, Critical Thinking, and English Proficiency.

Science.gov (United States)

Liao, Hung-Chang; Wang, Ya-Huei

2016-04-01

This study examined whether students studying literature in complementary learning clusters would show more improvement in medical humanities literacy, critical thinking skills, and English proficiency compared to those in conventional learning clusters. Ninety-three students participated in the study (M age = 18.2 years, SD = 0.4; 36 men, 57 women). A quasi-experimental design was used over 16 weeks, with the control group (n = 47) working in conventional learning clusters and the experimental group (n = 46) working in complementary learning clusters. Complementary learning clusters were those in which individuals had complementary strengths enabling them to learn from and offer assistance to other cluster members, hypothetically facilitating the learning process. Measures included the Medical Humanities Literacy Scale, Critical Thinking Disposition Assessment, English proficiency tests, and Analytic Critical Thinking Scoring Rubric. The results showed that complementary learning clusters have the potential to improve students' medical humanities literacy, critical thinking skills, and English proficiency. © The Author(s) 2016.

THINKING IN PAREMIOLOGY

Directory of Open Access Journals (Sweden)

Letitia DURNEA

2017-12-01

Full Text Available The present article has the purpose of highlighting possible interrelationships between proverbs and thinking, both connected through education. Thinking, a complex mental process, is materialized in various forms, being influenced by the individual’s personalities, trends and personal interests. For this reason, we consider that proverbs, reaching so extensive areas, can satisfy different tastes, sometimes even contradictory. It seeks to highlight the form in which thinking can be contrived, guided and even provoked by proverbs - short, popular phrases with fixed forms that convey the millennial wisdom of our ancestors. Assigning multiple roles, the paremiology conceals thinking with the help of educators through education.

Systems thinking.

Science.gov (United States)

Cabrera, Derek; Colosi, Laura; Lobdell, Claire

2008-08-01

Evaluation is one of many fields where "systems thinking" is popular and is said to hold great promise. However, there is disagreement about what constitutes systems thinking. Its meaning is ambiguous, and systems scholars have made diverse and divergent attempts to describe it. Alternative origins include: von Bertalanffy, Aristotle, Lao Tsu or multiple aperiodic "waves." Some scholars describe it as synonymous with systems sciences (i.e., nonlinear dynamics, complexity, chaos). Others view it as taxonomy-a laundry list of systems approaches. Within so much noise, it is often difficult for evaluators to find the systems thinking signal. Recent work in systems thinking describes it as an emergent property of four simple conceptual patterns (rules). For an evaluator to become a "systems thinker", he or she need not spend years learning many methods or nonlinear sciences. Instead, with some practice, one can learn to apply these four simple rules to existing evaluation knowledge with transformative results.

Bilingualism and Creativity: Benefits in Convergent Thinking Come with Losses in Divergent Thinking

Science.gov (United States)

Hommel, Bernhard; Colzato, Lorenza S.; Fischer, Rico; Christoffels, Ingrid K.

2011-01-01

Bilingualism is commonly assumed to improve creativity but the mechanisms underlying creative acts, and the way these mechanisms are affected by bilingualism, are not very well understood. We hypothesize that learning to master multiple languages drives individuals toward a relatively focused cognitive-control state that exerts strong top-down impact on information processing and creates strong local competition for selection between cognitive codes. Considering the control requirements posed by creativity tasks tapping into convergent and divergent thinking, this predicts that high-proficient bilinguals should outperform low-proficient bilinguals in convergent thinking, while low-proficient bilinguals might be better in divergent thinking. Comparing low- and high-proficient bilinguals on convergent-thinking and divergent-thinking tasks indeed showed a high-proficient bilingual advantage for convergent thinking but a low-proficient bilingual advantage for fluency in divergent thinking. These findings suggest that bilingualism should not be related to “creativity” as a unitary concept but, rather, to the specific processes and mechanisms that underlie creativity. PMID:22084634

Bilingualism and creativity: Benefits in convergent thinking come with losses in divergent thinking

Directory of Open Access Journals (Sweden)

Bernhard eHommel

2011-11-01

Full Text Available Bilingualism is commonly assumed to improve creativity but the mechanisms underlying creative acts, and the way these mechanisms are affected by bilingualism, are not very well understood. We hypothesize that learning to master multiple languages drives individuals towards a strongly focused cognitive-control state that exerts strong top-down impact on information processing and creates strong local competition for selection between cognitive codes. Considering the control requirements posed by creativity tasks tapping into convergent and divergent thinking, this predicts that high-proficient bilinguals should outperform low-proficient bilinguals in convergent thinking, while low-proficient bilinguals might be better in divergent thinking. Comparing low- and high-proficient bilinguals on convergent-thinking and divergent-thinking tasks indeed showed a high-proficient bilingual advantage for convergent thinking but a low-proficient bilingual advantage for fluency in divergent thinking. These findings suggest that bilingualism should not be related to creativity as a unitary concept but, rather, to the specific processes and mechanisms that underlie creativity.

Think Twice: Review of Thinking, Fast and Slow by Daniel Kahneman (2011)

OpenAIRE

Anne Kelly

2017-01-01

Daniel Kahneman. Thinking, Fast and Slow (New York, NY: Farrar, Straus and Giroux) 499 pp. ISBN 978-0374275631. In Thinking, Fast and Slow, Nobel Prize-winning psychologist Daniel Kahneman significantly sharpens our understanding of human decision-making and the systems of thinking that underlie it. He offers a compelling critique of the rational-agent model, arguing that, while we can and do use reason, we often fall back on a type of thinking that operates quickly and requires less cogn...

Student-generated reading questions: diagnosing student thinking with diverse formative assessments.

Science.gov (United States)

Offerdahl, Erika G; Montplaisir, Lisa

2014-01-01

Formative assessment has long been identified as a critical element to teaching for conceptual development in science. It is therefore important for university instructors to have an arsenal of formative assessment tools at their disposal which enable them to effectively uncover and diagnose all students' thinking, not just the most vocal or assertive. We illustrate the utility of one type of formative assessment prompt (reading question assignment) in producing high-quality evidence of student thinking (student-generated reading questions). Specifically, we characterized student assessment data using three distinct analytic frames to exemplify their effectiveness in diagnosing student learning in relationship to three sample learning outcomes. Our data will be useful for university faculty, particularly those engaged in teaching upper-level biochemistry courses and their prerequisites, as they provide an alternative mechanism for uncovering and diagnosing student understanding. © 2013 by The International Union of Biochemistry and Molecular Biology.

Thinking Aloud Influences Perceived Time

DEFF Research Database (Denmark)

Hertzum, Morten; Holmegaard, Kristin Due

2015-01-01

a processing shift that overshadows the perception of time, or increase mental workload. Application: For usability evaluation, this study implies that time estimates made while thinking aloud cannot be compared with time estimates made while not thinking aloud, that ratings of systems experienced while......Objective: We investigate whether thinking aloud influences perceived time. Background: Thinking aloud is widely used in usability evaluation, yet it is debated whether thinking aloud influences thought and behavior. If thinking aloud is restricted to the verbalization of information to which...... a person is already attending, there is evidence that thinking aloud does not influence thought and behavior. Method: In an experiment, 16 thinking-aloud participants and 16 control participants solved a code-breaking task 24 times each. Participants estimated task duration. The 24 trials involved two...

Effect on School Language in Assessment of Achievement

African Journals Online (AJOL)

Eric Wilmot

of the process of problem-solving using the statistical thinking strategy ... Hence, teachers have begun to take a closer look at project strategy of teaching .... It is therefore important to consider a moderating variable like self- ... concept is a strong predictor of student academic achievement (Olatoye, 2008; Lang, 2006).

Analysis of creative mathematic thinking ability in problem based learning model based on self-regulation learning

Science.gov (United States)

Munahefi, D. N.; Waluya, S. B.; Rochmad

2018-03-01

The purpose of this research identified the effectiveness of Problem Based Learning (PBL) models based on Self Regulation Leaning (SRL) on the ability of mathematical creative thinking and analyzed the ability of mathematical creative thinking of high school students in solving mathematical problems. The population of this study was students of grade X SMA N 3 Klaten. The research method used in this research was sequential explanatory. Quantitative stages with simple random sampling technique, where two classes were selected randomly as experimental class was taught with the PBL model based on SRL and control class was taught with expository model. The selection of samples at the qualitative stage was non-probability sampling technique in which each selected 3 students were high, medium, and low academic levels. PBL model with SRL approach effectived to students’ mathematical creative thinking ability. The ability of mathematical creative thinking of low academic level students with PBL model approach of SRL were achieving the aspect of fluency and flexibility. Students of academic level were achieving fluency and flexibility aspects well. But the originality of students at the academic level was not yet well structured. Students of high academic level could reach the aspect of originality.

Thinking is believing.

Science.gov (United States)

Kasturirangan, Rajesh

2008-01-01

Philosophers as well lay people often think of beliefs as psychological states with dubious epistemic properties. Beliefs are conceptualized as unregulated conceptual structures, for the most part hypothetical and often fanciful or deluded. Thinking and reasoning on the other hand are seen as rational activities regulated by rules and governed by norms. Computational modeling of the mind has focused on rule-governed behavior, ultimately trying to reduce them to rules of logic. What if thinking is less like reasoning and more like believing? I argue that the classical model of thought as rational is mistaken and that thinking is fundamentally constituted by believing. This new approach forces us to re-evaluate classical epistemic concepts like "truth", "justification" etc. Furthermore, if thinking is believing, then it is not clear how thoughts can be modeled computationally. We need new mathematical ideas to model thought, ideas that are quite different from traditional logic-based mathematical structures.

Think tanks in Denmark

DEFF Research Database (Denmark)

Blach-Ørsten, Mark; Kristensen, Nete Nørgaard

2016-01-01

outside the media. The study shows that the two largest and oldest think tanks in Denmark, the liberal think tank CEPOS and the social democratic think tank ECLM, are very active and observable in the media; that the media’s distribution of attention to these think tanks, to some extent, confirms a re......-politicization of Danish newspapers; but also that the news media as an arena of influence is only one part of the equation, since some of the corporatist political networks are still intact and working outside the media...... half of the 2010s, because in this national setting think tanks are still a relatively new phenomenon. Based on theories of mediatization and de-corporatization, we present 1) an analysis of the visibility of selected Danish think tanks in the media and 2) an analysis of their political networks...

Two Thinking Skills Assessment Approaches: "Assessment of Pupils' Thinking Skills" and "Individual Thinking Skills Assessments"

Science.gov (United States)

Burke, Lynsey A.; Williams, Joanne M.

2012-01-01

This paper is linked to a previous paper outlining an evaluation of a thinking skills intervention (Burke & Williams, 2008). Following extensive requests for the assessment tools used in the intervention, this short paper presents the development and potential uses of two thinking skills assessment tools. The aim of the paper is simply to make…

Pre-Service Science Teachers' Reflective Thinking Skills toward Problem Solving

Science.gov (United States)

Can, Sendil

2015-01-01

The purpose of the present study is to investigate the pre-service science teachers' reflective thinking skills toward problem solving and the effects of gender, grade level, academic achievement, type of graduated high school and father and mother's education level on these skills. The study was conducted through the survey method with the…

A FORMATIVE ASSESSMENT MODEL OF CRITICAL THINKING IN MATHEMATICS LEARNING IN JUNIOR HIGH SCHOOL

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R. Rosnawati

2015-12-01

Full Text Available This study aims to obtain a valid and reliable formative evaluation model of critical thinking. The method used in this research was the research and development by integrating Borg & Gall's model and  Plomp's development model. The ten steps Borg & Gall’s model were modified into five stages as the stages in the Plomp's model. The subjects in this study were 1,446 students of junior high schools in DIY, 14 mathematics teacher, and six experts. The content validity employed was expert judgment, the empirical validity and reliability used were loading factor, item analysis used PCM 1PL, and the relationship between disposition and critical thinking skill used was structural equation modeling (SEM. The developed formative evaluation model is the procedural model. There are five aspects of critical thinking skill: mathematic reasoning, interpretation, analysis, evaluation, and inference, which entirely composed of 42 items. The validity of the critical thinking skill instruments achieves a significance degree as indicated by the lowest and the highest loading factors of 0.38 and 0.74 subsequently, the reliability of every aspect in a good category. The average level of difficulty is 0.00 with the standard deviation of 0.45 which is in a good category. The peer assessment questionnaire of critical thinking disposition consists of seven aspects: truth-seeking, open-minded, analysis, systematic, self-confidence, inquisitiveness, and maturity with 23 items. The critical thinking disposition validity achieves the significance degree as indicated by the lowest and the high factor loading of 0.66 and 0.76 subsequently, and the reliability of every aspect in a good category. Based on the analysis of the structural equation model, the model fits the data.

Analysis of Secondary School Students’ Algebraic Thinking and Math-Talk Learning Community to Help Students Learn

Science.gov (United States)

Nurhayati, D. M.; Herman, T.; Suhendra, S.

2017-09-01

This study aims to determine the difficulties of algebraic thinking ability of students in one of secondary school on quadrilateral subject and to describe Math-Talk Learning Community as the alternative way that can be done to overcome the difficulties of the students’ algebraic thinking ability. Research conducted by using quantitative approach with descriptive method. The population in this research was all students of that school and twenty three students as the sample that was chosen by purposive sampling technique. Data of algebraic thinking were collected through essay test. The results showed the percentage of achievement of students’ algebraic thinking’s indicators on three aspects: a) algebra as generalized arithmetic with the indicators (conceptually based computational strategies and estimation); b) algebra as the language of mathematics (meaning of variables, variable expressions and meaning of solution); c) algebra as a tool for functions and mathematical modelling (representing mathematical ideas using equations, tables, or words and generalizing patterns and rules in real-world contexts) is still low. It is predicted that because the secondary school students was not familiar with the abstract problem and they are still at a semi-concrete stage where the stage of cognitive development is between concrete and abstract. Based on the percentage achievement of each indicators, it can be concluded that the level of achievement of student’s mathematical communication using conventional learning is still low, so students’ algebraic thinking ability need to be improved.

How learning analytics can early predict under-achieving students in a blended medical education course.

Science.gov (United States)

Saqr, Mohammed; Fors, Uno; Tedre, Matti

2017-07-01

Learning analytics (LA) is an emerging discipline that aims at analyzing students' online data in order to improve the learning process and optimize learning environments. It has yet un-explored potential in the field of medical education, which can be particularly helpful in the early prediction and identification of under-achieving students. The aim of this study was to identify quantitative markers collected from students' online activities that may correlate with students' final performance and to investigate the possibility of predicting the potential risk of a student failing or dropping out of a course. This study included 133 students enrolled in a blended medical course where they were free to use the learning management system at their will. We extracted their online activity data using database queries and Moodle plugins. Data included logins, views, forums, time, formative assessment, and communications at different points of time. Five engagement indicators were also calculated which would reflect self-regulation and engagement. Students who scored below 5% over the passing mark were considered to be potentially at risk of under-achieving. At the end of the course, we were able to predict the final grade with 63.5% accuracy, and identify 53.9% of at-risk students. Using a binary logistic model improved prediction to 80.8%. Using data recorded until the mid-course, prediction accuracy was 42.3%. The most important predictors were factors reflecting engagement of the students and the consistency of using the online resources. The analysis of students' online activities in a blended medical education course by means of LA techniques can help early predict underachieving students, and can be used as an early warning sign for timely intervention.

Think Twice: Review of Thinking, Fast and Slow by Daniel Kahneman (2011

Directory of Open Access Journals (Sweden)

Anne Kelly

2017-07-01

Full Text Available Daniel Kahneman. Thinking, Fast and Slow (New York, NY: Farrar, Straus and Giroux 499 pp. ISBN 978-0374275631. In Thinking, Fast and Slow, Nobel Prize-winning psychologist Daniel Kahneman significantly sharpens our understanding of human decision-making and the systems of thinking that underlie it. He offers a compelling critique of the rational-agent model, arguing that, while we can and do use reason, we often fall back on a type of thinking that operates quickly and requires less cognitive effort but is vulnerable to faulty belief.

THINK ALOUD PAIR PROBLEM SOLVING (TAPPS STRATEGY IN TEACHING READING

Directory of Open Access Journals (Sweden)

Muhammad Zuhri Dj

2015-12-01

Full Text Available This research is aim to know what extent the achievement of students’ reading comprehension by using Think Aloud Pair Problem Solving (TAPPS strategy at the tenth grade students of SMKN 3 Watampone. the objectives of the research is to know what extent the achievement of student’s reading comprehension by using Think Aloud Pair Problem Solving (TAPPS strategy. The population of this research is the tenth grade students of SMKN 3 Watampone which has 149 students. The writers applied random sampling, because the school has students more than 100 students. The X Multimedia Class is taken as the sample, because it has many students who have low values in English subject based on their teacher report. This research employs an instrument based on the problem statements investigated, It is Reading comprehension test. After several meetings, this research finds out the achievement of students’ reading comprehension significantly effective to improve the student’s reading comprehension. The result of this research shows that the mean score obtained by the students through pretest was 46.545 and posttest was 88.364; the t-test value was higher than the t-table (49.385 > 2.080. It means that there is a significant difference between the result of the students’ pretest and posttest

Thinking about thinking: implications for patient safety.

Science.gov (United States)

Montgomery, Kathryn

2009-01-01

Clinical medicine, a learned, rational, science-using practice, is labelled a science even though physicians have the good sense not to practise it that way. Rather than thinking like scientists - or how we think scientists think - physicians are engaged in analogical, interpretive reasoning that resembles Aristotle's phronesis, or practical reasoning, more closely than episteme, or scientific reasoning. In medicine, phronesis is clinical judgment; and while it depends on both a fund of information and extensive experience, somehow it is not quite teachable. This practical, clinical rationality relies on case narrative for teaching and learning about illness and disease, for recording and communicating about patient care and, inevitably, for thinking about and remembering the details, as well as the overarching rules of practice. At the same time, "anecdotal" remains the most pejorative word in medicine, and the tension between the justifiable caution this disdain expresses and the pervasive narrative structure of medical knowledge is characteristic of clinical knowing generally: a tug-of-war between apparent irreconcilables that can be settled only by an appeal to the circumstances of the clinical situation. Practical rationality in the clinical encounter is characterized by a productive circulation between the particular details of the patient's presentation and general information about disease stored as a taxonomy of cases. Evidence-based medicine can improve this negotiation between general knowledge and the patient's particulars, but it cannot replace it. In a scientific era, clinical judgment remains the quintessential intellectual strength of the clinician. Why, then, do we not teach the epistemology of medicine? Understanding the mis-description of physicians' thinking - and the accompanying claim that medicine is, in itself, a science - could mitigate the misplaced perfectionism that makes mistakes in medicine personal and unthinkable.

Think big: learning contexts, algorithms and data science

Directory of Open Access Journals (Sweden)

Baldassarre Michele

2016-12-01

Full Text Available Due to the increasing growth in available data in recent years, all areas of research and the managements of institutions and organisations, specifically schools and universities, feel the need to give meaning to this availability of data. This article, after a brief reference to the definition of big data, intends to focus attention and reflection on their type to proceed to an extension of their characterisation. One of the hubs to make feasible the use of Big Data in operational contexts is to give a theoretical basis to which to refer. The Data, Information, Knowledge and Wisdom (DIKW model correlates these four aspects, concluding in Data Science, which in many ways could revolutionise the established pattern of scientific investigation. The Learning Analytics applications on online learning platforms can be tools for evaluating the quality of teaching. And that is where some problems arise. It becomes necessary to handle with care the available data. Finally, a criterion for deciding whether it makes sense to think of an analysis based on Big Data can be to think about the interpretability and relevance in relation to both institutional and personal processes.

The application of systems thinking in health: why use systems thinking?

Science.gov (United States)

Peters, David H

2014-08-26

This paper explores the question of what systems thinking adds to the field of global health. Observing that elements of systems thinking are already common in public health research, the article discusses which of the large body of theories, methods, and tools associated with systems thinking are more useful. The paper reviews the origins of systems thinking, describing a range of the theories, methods, and tools. A common thread is the idea that the behavior of systems is governed by common principles that can be discovered and expressed. They each address problems of complexity, which is a frequent challenge in global health. The different methods and tools are suited to different types of inquiry and involve both qualitative and quantitative techniques. The paper concludes by emphasizing that explicit models used in systems thinking provide new opportunities to understand and continuously test and revise our understanding of the nature of things, including how to intervene to improve people's health.

Development of Assessment Instrument of Critical Thinking in Physics at Senior High School

Science.gov (United States)

Sugiarti, T.; Kaniawati, I.; Aviyanti, L.

2017-02-01

The result of preliminary study shows that the assessment of physics in school did not train students’ critical thinking skill. The assessment instrument just measured low cognitive aspects. Supposedly, critical thinking skill is trained in the assessment activity. The study aims to determine the characteristics and the quality of critical thinking skill instrument. It employs descriptive-qualitative method with research and development as the research design. The research participants are 35 students involved in the limited trial and 188 students in the wider trial from three public senior high school in Ciamis which in high level school. The data was collected through expert validation, tests and interviews. The results indicate that the characteristics of the assessment instrument of critical thinking skill is open-ended. The instrument fulfills some indicators namely analyzing argument, deduction, induction, and display information in the form of scenario, text, graphic and table. In addition, the data processing through V4 Anates program shows that the instrument reliability achieves 0.67 with high interpretation of 0.67 and the validity is 0.47 with enough interpretation. Thus, the assessment instrument of critical thinking skill in the form of open-ended essay meets the criteria of quality test, so it can use as instrument of assessment critical thinking skill.

Analysis of senior high school students’ creative thinking skills profile in Klaten regency

Science.gov (United States)

Sugiyanto, F. N.; Masykuri, M.; Muzzazinah

2018-04-01

The aim of this research is to analyze the initial profile of creative thinking skills in Senior High School students on biology learning. This research was a quantitative descriptive research using test method. Analysis was conducted by giving tests containing creative thinking skills. The research subject was grade 11 students of Senior High School that categorized by its accreditation as category A (high grade) and category B (low grade). These schools are placed in Klaten Regency, Central Java. Based on the analysis, it showed that the percentage of creative thinking skill achievement in category A school is: fluency (46.35%), flexibility (13.54%), originality (20%), and elaboration (34.76%); meanwhile, category B school is fluency (30.39%), flexibility (2.45%), originality (9.11 %) and elaboration (12.87%). The lowest percentage of that result in both school categories was found on flexibility and originality indicator. Based on the result, the average of creative thinking skills in category A school was 28.66%, and category B school was 13.71%. The conclusion of this research is the initial profile of students’ creative thinking skills in biology learning was relatively in low grade. The result indicates that creative thinking skills of Senior High School students should become a serious attention considering the low percentage on each indicator.

Thinking Like a Social Worker: Examining the Meaning of Critical Thinking in Social Work

Science.gov (United States)

Mathias, John

2015-01-01

"Critical thinking" is frequently used to describe how social workers ought to reason. But how well has this concept helped us to develop a normative description of what it means to think like a social worker? This critical review mines the literature on critical thinking for insight into the kinds of thinking social work scholars…

The role of critical thinking skills and learning styles of university students in their academic performance

Science.gov (United States)

GHAZIVAKILI, ZOHRE; NOROUZI NIA, ROOHANGIZ; PANAHI, FARIDE; KARIMI, MEHRDAD; GHOLSORKHI, HAYEDE; AHMADI, ZARRIN

2014-01-01

Introduction: The Current world needs people who have a lot of different abilities such as cognition and application of different ways of thinking, research, problem solving, critical thinking skills and creativity. In addition to critical thinking, learning styles is another key factor which has an essential role in the process of problem solving. This study aimed to determine the relationship between learning styles and critical thinking of students and their academic performance in Alborz University of Medical Science. Methods: This cross-correlation study was performed in 2012, on 216 students of Alborz University who were selected randomly by the stratified random sampling. The data was obtained via a three-part questionnaire included demographic data, Kolb standardized questionnaire of learning style and California critical thinking standardized questionnaire. The academic performance of the students was extracted by the school records. The validity of the instruments was determined in terms of content validity, and the reliability was gained through internal consistency methods. Cronbach's alpha coefficient was found to be 0.78 for the California critical thinking questionnaire. The Chi Square test, Independent t-test, one way ANOVA and Pearson correlation test were used to determine relationship between variables. The Package SPSS14 statistical software was used to analyze data with a significant level of pcritical thinking of the students showed that the mean of deductive reasoning and evaluation skills were higher than that of other skills and analytical skills had the lowest mean and there was a positive significant relationship between the students’ performance with inferential skill and the total score of critical thinking skills (pcritical thinking had significant difference between different learning styles. Conclusion: The results of this study showed that the learning styles, critical thinking and academic performance are significantly associated

Teaching complex trauma care in a curriculum challenges critical thinking and clinical judgment--how nurses can help.

Science.gov (United States)

West, Margaret Mary; Bross, Gina; Snyder, Melissa

2007-01-01

Incorporating complex content into a nursing curriculum presents students with the knowledge and thinking skills necessary to enter a career in nursing. A level 1 trauma center is a prefect environment to advance these thinking skills. Nurses act as professional role models and teachers as they clarify and explain their thinking to a student. When experienced nurses show invitational behaviors to students and share their knowledge with them, they ignite a strong desire within the student to progress. Caring, communication, and inclusion are key components that synergize the teaching/learning experience. The development of critical thinking is a continuous process that is best achieved through collaboration between the student, faculty, and professional, experienced nurses.

Evolutionary thinking

Science.gov (United States)

Hunt, Tam

2014-01-01

Evolution as an idea has a lengthy history, even though the idea of evolution is generally associated with Darwin today. Rebecca Stott provides an engaging and thoughtful overview of this history of evolutionary thinking in her 2013 book, Darwin's Ghosts: The Secret History of Evolution. Since Darwin, the debate over evolution—both how it takes place and, in a long war of words with religiously-oriented thinkers, whether it takes place—has been sustained and heated. A growing share of this debate is now devoted to examining how evolutionary thinking affects areas outside of biology. How do our lives change when we recognize that all is in flux? What can we learn about life more generally if we study change instead of stasis? Carter Phipps’ book, Evolutionaries: Unlocking the Spiritual and Cultural Potential of Science's Greatest Idea, delves deep into this relatively new development. Phipps generally takes as a given the validity of the Modern Synthesis of evolutionary biology. His story takes us into, as the subtitle suggests, the spiritual and cultural implications of evolutionary thinking. Can religion and evolution be reconciled? Can evolutionary thinking lead to a new type of spirituality? Is our culture already being changed in ways that we don't realize by evolutionary thinking? These are all important questions and Phipps book is a great introduction to this discussion. Phipps is an author, journalist, and contributor to the emerging “integral” or “evolutionary” cultural movement that combines the insights of Integral Philosophy, evolutionary science, developmental psychology, and the social sciences. He has served as the Executive Editor of EnlightenNext magazine (no longer published) and more recently is the co-founder of the Institute for Cultural Evolution, a public policy think tank addressing the cultural roots of America's political challenges. What follows is an email interview with Phipps. PMID:26478766

Foundations for Critical Thinking

Science.gov (United States)

Bers, Trudy; Chun, Marc; Daly, William T.; Harrington, Christine; Tobolowsky, Barbara F.

2015-01-01

"Foundations for Critical Thinking" explores the landscape of critical-thinking skill development and pedagogy through foundational chapters and institutional case studies involving a range of students in diverse settings. By establishing a link between active learning and improved critical thinking, this resource encourages all higher…

Subtracting "ought" from "is": descriptivism versus normativism in the study of human thinking.

Science.gov (United States)

Elqayam, Shira; Evans, Jonathan St B T

2011-10-01

We propose a critique of normativism, defined as the idea that human thinking reflects a normative system against which it should be measured and judged. We analyze the methodological problems associated with normativism, proposing that it invites the controversial "is-ought" inference, much contested in the philosophical literature. This problem is triggered when there are competing normative accounts (the arbitration problem), as empirical evidence can help arbitrate between descriptive theories, but not between normative systems. Drawing on linguistics as a model, we propose that a clear distinction between normative systems and competence theories is essential, arguing that equating them invites an "is-ought" inference: to wit, supporting normative "ought" theories with empirical "is" evidence. We analyze in detail two research programmes with normativist features - Oaksford and Chater's rational analysis and Stanovich and West's individual differences approach - demonstrating how, in each case, equating norm and competence leads to an is-ought inference. Normativism triggers a host of research biases in the psychology of reasoning and decision making: focusing on untrained participants and novel problems, analyzing psychological processes in terms of their normative correlates, and neglecting philosophically significant paradigms when they do not supply clear standards for normative judgement. For example, in a dual-process framework, normativism can lead to a fallacious "ought-is" inference, in which normative responses are taken as diagnostic of analytic reasoning. We propose that little can be gained from normativism that cannot be achieved by descriptivist computational-level analysis, illustrating our position with Hypothetical Thinking Theory and the theory of the suppositional conditional. We conclude that descriptivism is a viable option, and that theories of higher mental processing would be better off freed from normative considerations.

Meaningful Gamification for Journalism Students to Enhance Their Critical Thinking Skills

Science.gov (United States)

Huang, Ling-Yi; Yeh, Yu-Chu

2017-01-01

Training in critical thinking is essential for the professional development of journalism students. To achieve this goal, this study developed a gamified platform and a blended learning curriculum. During an 18-week experimental instruction period, a series of instructional activities, which included online discussions as well as classroom…

A Co-Creation Blended KM Model for Cultivating Critical-Thinking Skills

Science.gov (United States)

Yeh, Yu-chu

2012-01-01

Both critical thinking (CT) and knowledge management (KM) skills are necessary elements for a university student's success. Therefore, this study developed a co-creation blended KM model to cultivate university students' CT skills and to explore the underlying mechanisms for achieving success. Thirty-one university students participated in this…

Continued development of recursive thinking in adolescence : Longitudinal analyses with a revised recursive thinking test

NARCIS (Netherlands)

van den Bos, E.; de Rooij, M.; Sumter, S.R.; Westenberg, P.M.

2016-01-01

The present study adds to the emerging literature on the development of social cognition in adolescence by investigating the development of recursive thinking (i.e., thinking about thinking). Previous studies have indicated that the development of recursive thinking is not completed during

Thinking about "Design Thinking": A Study of Teacher Experiences

Science.gov (United States)

Retna, Kala S.

2016-01-01

Schools are continuously looking for new ways of enhancing student learning to equip students with skills that would enable them to cope with twenty-first century demands. One promising approach focuses on design thinking. This study examines teacher's perceptions, experiences and challenges faced in adopting design thinking. There is a lack of…

Think Tanks in Europe

DEFF Research Database (Denmark)

Kelstrup, Jesper Dahl

in their national contexts. Questions regarding patterns and differences in think tank organisations and functions across countries have largely been left unanswered. This paper advances a definition and research design that uses different expert roles to categorise think tanks. A sample of 34 think tanks from...

Visual thinking and neuroscience.

Science.gov (United States)

Smith, C U M

2008-01-01

After a consideration of visual thinking in science the role of such thinking in neuroscience is discussed. Three instances are examined - cortical column, retina, impulse - and it is argued that visual thinking is employed, though in different ways, in each. It lies at the core of neurobiological thought.

Higher-order thinking in foreign language learning

OpenAIRE

Bastos, Ascensão; Ramos, Altina

2017-01-01

A project is being conducted in English as a foreign language (EFL), involving eleventh graders in formal and non-formal learning contexts, in a Portuguese high school. The goal of this study is to examine the impact of cognitive tools and higher-order thinking processes on the learning of EFL and achievement of larger processes oriented to action, involving problem solving, decision-making and creation of new products. YouTube videos emerge as cognitive tools in the process. Final results sh...

Food Design Thinking: A Branch of Design Thinking Specific to Food Design

Science.gov (United States)

Zampollo, Francesca; Peacock, Matthew

2016-01-01

Is there a need for a set of methods within Design Thinking tailored specifically for the Food Design process? Is there a need for a branch of Design Thinking dedicated to Food Design alone? Chefs are not generally trained in Design or Design Thinking, and we are only just beginning to understand how they ideate and what recourses are available to…

To Master or Perform? Exploring Relations between Achievement Goals and Conceptual Change Learning

Science.gov (United States)

Ranellucci, John; Muis, Krista R.; Duffy, Melissa; Wang, Xihui; Sampasivam, Lavanya; Franco, Gina M.

2013-01-01

Background: Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing. Aims: To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol. Sample and Method:…

The Impact of Rational Emotive Behavior Therapy on Teacher Efficacy and Student Achievement

Science.gov (United States)

Warren, Jeffrey M.

2010-01-01

This literature review explores the potential impact of Rational Emotive Behavior Therapy (REBT) on teacher efficacy and student achievement. Research conducted to date, focusing on increasing teacher efficacy and student achievement, has produced mixed results. Teachers continue to think, emote, and behave in unhelpful ways. REBT appears to…

Critical thinking in clinical nurse education: application of Paul's model of critical thinking.

Science.gov (United States)

Andrea Sullivan, E

2012-11-01

Nurse educators recognize that many nursing students have difficulty in making decisions in clinical practice. The ability to make effective, informed decisions in clinical practice requires that nursing students know and apply the processes of critical thinking. Critical thinking is a skill that develops over time and requires the conscious application of this process. There are a number of models in the nursing literature to assist students in the critical thinking process; however, these models tend to focus solely on decision making in hospital settings and are often complex to actualize. In this paper, Paul's Model of Critical Thinking is examined for its application to nursing education. I will demonstrate how the model can be used by clinical nurse educators to assist students to develop critical thinking skills in all health care settings in a way that makes critical thinking skills accessible to students. Copyright © 2012 Elsevier Ltd. All rights reserved.

Thinking Like a Lawyer, Thinking Like a Legal System

Science.gov (United States)

Stuart, Richard Clay

2013-01-01

The legal system is the product of lawyers. Lawyers are the product of a specific educational system. Therefore, to understand the legal system, we must first explore how lawyers are trained and conditioned to think. What does it mean to "Think Like a Lawyer?'' This dissertation makes use of autoethnography to explore the experience…

Bombs Away: Visual Thinking and Students' Engagement in Design Studios Contexts

Science.gov (United States)

Chamorro-Koc, Marianella; Scott, Andrew; Coombs, Gretchen

2015-01-01

In design studio, sketching or visual thinking is part of processes that assist students to achieve final design solutions. At Queensland University of Technology's (QUT's) First and Third Year industrial design studio classes we engage in a variety of teaching pedagogies from which we identify "Concept Bombs" as instrumental in the…

Thinking About Adoption

Science.gov (United States)

... asked questions. Q: I think I want to adopt. Where do I begin?​ A: Thinking about adoption ... through adoption. Learn more about their How-to-Adopt and Adoption Parenting Network . Q: What are the ...

Critical Thinking: Discovery of a Misconception

Science.gov (United States)

Rohrer, Sandie

2014-01-01

Critical thinking skills in the healthcare field are imperative when making quick-thinking decisions. This descriptive comparative study investigated to what extent completing a critical thinking course improved college students' critical thinking skills. The study further investigated whether the instructors' critical thinking skills were…

Thinking in clinical nursing practice: a study of critical care nurses' thinking applying the think-aloud, protocol analysis method.

Science.gov (United States)

Han, Kyung-Ja; Kim, Hesook Suzie; Kim, Mae-Ja; Hong, Kyung-Ja; Park, Sungae; Yun, Soon-Nyoung; Song, Misoon; Jung, Yoenyi; Kim, Haewon; Kim, Dong-Oak Debbie; Choi, Heejung; Kim, Kyungae

2007-06-01

The purpose of the paper is to discover the patterns and processes of decision-making in clinical nursing practice. A set of think-aloud data from five critical care nurses during 40 to 50 minutes of caregiving in intensive care units were obtained and analyzed by applying the procedures recommended by Ericsson and Simon for protocol analysis. Four thinking processes before acting were identified to constitute various sorts of thoughts in which the nurses were engaged during patient care: reviewing, validation, consideration, rationalization, and action. In addition, three patterns of sequential streaming of thinking (short, intermediate, long) were identified to reveal various ways the nurses dealt with clinical situations involving nursing tasks and responsibilities. This study specifies the initial categories of thoughts for each of the processes and various patterns with which these processes are sequentially combined, providing insights into the ways nurses think about problems and address their concerns. The findings suggest that the thinking in clinical practice involves more than focused decision-making and reasoning, and needs to be examined from a broader perspective.

Critical thinking in physics education

Science.gov (United States)

Sadidi, Farahnaz

2016-07-01

We agree that training the next generation of leaders of the society, who have the ability to think critically and form a better judgment is an important goal. It is a long-standing concern of Educators and a long-term desire of teachers to establish a method in order to teach to think critically. To this end, many questions arise on three central aspects: the definition, the evaluation and the design of the course: What is Critical Thinking? How can we define Critical Thinking? How can we evaluate Critical Thinking? Therefore, we want to implement Critical Thinking in physics education. How can we teach for Critical Thinking in physics? What should the course syllabus and materials be? We present examples from classical physics and give perspectives for astro-particle physics. The main aim of this paper is to answer the questions and provide teachers with the opportunity to change their classroom to an active one, in which students are encouraged to ask questions and learn to reach a good judgment. Key words: Critical Thinking, evaluation, judgment, design of the course.

A Multi-Level Middle-Out Cross-Zooming Approach for Large Graph Analytics

Energy Technology Data Exchange (ETDEWEB)

Wong, Pak C.; Mackey, Patrick S.; Cook, Kristin A.; Rohrer, Randall M.; Foote, Harlan P.; Whiting, Mark A.

2009-10-11

This paper presents a working graph analytics model that embraces the strengths of the traditional top-down and bottom-up approaches with a resilient crossover concept to exploit the vast middle-ground information overlooked by the two extreme analytical approaches. Our graph analytics model is developed in collaboration with researchers and users, who carefully studied the functional requirements that reflect the critical thinking and interaction pattern of a real-life intelligence analyst. To evaluate the model, we implement a system prototype, known as GreenHornet, which allows our analysts to test the theory in practice, identify the technological and usage-related gaps in the model, and then adapt the new technology in their work space. The paper describes the implementation of GreenHornet and compares its strengths and weaknesses against the other prevailing models and tools.

School Choice and the Achievement Gap

Science.gov (United States)

Jeynes, William H.

2014-01-01

The possibility is examined that school choice programs could be a means to reducing the achievement gap. Data based on meta-analytic research and the examination of nationwide data sets suggest that school choice programs that include private schools could reduce the achievement gap by 25%. The propounding of this possibility is based on research…

Training the next generation analyst using red cell analytics

Science.gov (United States)

Graham, Meghan N.; Graham, Jacob L.

2016-05-01

We have seen significant change in the study and practice of human reasoning in recent years from both a theoretical and methodological perspective. Ubiquitous communication coupled with advances in computing and a plethora of analytic support tools have created a push for instantaneous reporting and analysis. This notion is particularly prevalent in law enforcement, emergency services and the intelligence community (IC), where commanders (and their civilian leadership) expect not only a birds' eye view of operations as they occur, but a play-by-play analysis of operational effectiveness. This paper explores the use of Red Cell Analytics (RCA) as pedagogy to train the next-gen analyst. A group of Penn State students in the College of Information Sciences and Technology at the University Park campus of The Pennsylvania State University have been practicing Red Team Analysis since 2008. RCA draws heavily from the military application of the same concept, except student RCA problems are typically on non-military in nature. RCA students utilize a suite of analytic tools and methods to explore and develop red-cell tactics, techniques and procedures (TTPs), and apply their tradecraft across a broad threat spectrum, from student-life issues to threats to national security. The strength of RCA is not always realized by the solution but by the exploration of the analytic pathway. This paper describes the concept and use of red cell analytics to teach and promote the use of structured analytic techniques, analytic writing and critical thinking in the area of security and risk and intelligence training.

THINK Half-Way and Beyond

OpenAIRE

GLACHANT, Jean-Michel; MEEUS, Leonardo; RUESTER, Sophia

2012-01-01

THINK is a Think Tank advising the European Commission on mid- and long-term energy policy. QM-32-12-022-EN-C (print) QM-32-12-022-EN-N (digital) Energy regulation and policy currently belong to the most important and developing areas in the European Union. THINK, the Florence School of Regulation’s (EUI) think tank advises the European Commission (DG Energy) on Energy Policy and presents policy options each semester. This booklet gives an overview of all the THINK results for the first 18...

The Effects of Teacher Purpose on Achievement Gains.

Science.gov (United States)

Balajthy, Ernest

2000-01-01

Addresses the issue of teacher purpose in using technology for reading and literacy instruction. Notes that computers were used mostly for motivation and self-esteem and not for raising achievement. Argues that educators need to critically think through the multiple realities they face as they consider the use of technology with disabled readers.…

Ways forward for resilience thinking: lessons from the field for those exploring social-ecological systems in agriculture and natural resource management

Directory of Open Access Journals (Sweden)

Katrina Sinclair

2017-12-01

Full Text Available Resilience thinking appears to offer a holistic approach that can be used by social researchers to interpret past and contemporary conditions and identify possible futures for social-ecological systems (SES. Resilience thinking is shaping contemporary environmental policy and its implementation in Australia, Europe, and North America. At the same time, social researchers have raised concerns about the limitations of resilience thinking, particularly in its handling of human agency, power relationships, social thresholds, and the social construction of SES definitions. We argue for a reflexive turn in resilience thinking as a way to address these concerns. We draw on lessons from three Australian case studies where a reflexive application of resilience thinking generated insights for research and practice. We propose six areas for reflexive inquiry: (1 focal scale and level, (2 SES definition, (3 narratives of change, (4 processes of knowledge production, (5 social transition trajectories, and ( 6 social thresholds. In so doing, the assumptions of resilience thinking are politicized and problematized, which improves its theoretical analytical utility, and in practice generates new insights into social processes. Reflexivity offers opportunity for greater cross-disciplinary dialogue between resilience thinking and the social sciences, while allowing methodologies with differing ontologies and epistemologies to be applied in a complementary manner.

TRANSFORMATION THE ROLE OF THINK TANKS IN THE PROCESS OF GOVERNMENT POLICY FORMATION IN THE CONTEXT OF WORLD FINANCIAL CRISIS IN 2008-2010

Directory of Open Access Journals (Sweden)

Barsukov Anton Yuryevich

2013-04-01

Full Text Available The study is dedicated to the evolution of think tanks role as a political tool of government policy formation in the context of world financial crisis. The main purpose of the study was the description of such evolution, revealing of the basic differences with the analytical centers, founded before 2008 in China, and finding-out of think tank’ role in the process of anticrisis campaign. The actuality of the study is obvious, proceeding from there are not any other study dedicated to the Chinese “new type” think tanks in Russian politologycal science. The appearance of “new type” think tanks in the PRC is mentioned in the study. The special meaning devoted to the increasing of returnees’ role in the process of government policy formation. The author makes the conclusion that “new type” think tanks have a very important meaning just as in the process of anticrisis campaign so in the public life. “New type” think tanks have more independence from the official authorities.

Hybrid Tasks: Promoting Statistical Thinking and Critical Thinking through the Same Mathematical Activities

Science.gov (United States)

Aizikovitsh-Udi, Einav; Clarke, David; Kuntze, Sebastian

2014-01-01

Even though statistical thinking and critical thinking appear to have strong links from a theoretical point of view, empirical research into the intersections and potential interrelatedness of these aspects of competence is scarce. Our research suggests that thinking skills in both areas may be interdependent. Given this interconnection, it should…

Think crisis-think female: the glass cliff and contextual variation in the think manager-think male stereotype.

Science.gov (United States)

Ryan, Michelle K; Haslam, S Alexander; Hersby, Mette D; Bongiorno, Renata

2011-05-01

The "think manager-think male" (TMTM) association underlies many gender inequalities in the workplace. However, research into the "glass cliff" has demonstrated that the suitability of male and female managers varies as a function of company performance such that in times of poor performance people may "think female" (Ryan & Haslam, 2005, 2007). Three studies examined gender and managerial stereotypes in the context of companies that are doing well or doing badly. Study 1 reproduced TMTM associations for descriptions of managers of successful companies but demonstrated a reversal for managers of unsuccessful companies. Study 2 examined the prescriptive nature of these stereotypes. No TMTM relationship was found for ideal managers of successful companies, but ideal managers of unsuccessful companies were associated with the female stereotype. Study 3 suggested that women may be favored in times of poor performance, not because they are expected to improve the situation, but because they are seen to be good people managers and can take the blame for organizational failure. Together, the studies illustrate the importance of context as a moderator of the TMTM association. Practical and theoretical implications for gender discrimination in the workplace are discussed.

Summative Mass Analysis of Algal Biomass - Integration of Analytical Procedures: Laboratory Analytical Procedure (LAP)

Energy Technology Data Exchange (ETDEWEB)

Laurens, Lieve M. L.

2016-01-13

This procedure guides the integration of laboratory analytical procedures to measure algal biomass constituents in an unambiguous manner and ultimately achieve mass balance closure for algal biomass samples. Many of these methods build on years of research in algal biomass analysis.

Gene-environment interactions in cancer epidemiology: a National Cancer Institute Think Tank report.

Science.gov (United States)

Hutter, Carolyn M; Mechanic, Leah E; Chatterjee, Nilanjan; Kraft, Peter; Gillanders, Elizabeth M

2013-11-01

Cancer risk is determined by a complex interplay of genetic and environmental factors. Genome-wide association studies (GWAS) have identified hundreds of common (minor allele frequency [MAF] > 0.05) and less common (0.01 Think Tank" on January 10-11, 2012. The objective of the Think Tank was to facilitate discussions on (1) the state of the science, (2) the goals of G × E interaction studies in cancer epidemiology, and (3) opportunities for developing novel study designs and analysis tools. This report summarizes the Think Tank discussion, with a focus on contemporary approaches to the analysis of G × E interactions. Selecting the appropriate methods requires first identifying the relevant scientific question and rationale, with an important distinction made between analyses aiming to characterize the joint effects of putative or established genetic and environmental factors and analyses aiming to discover novel risk factors or novel interaction effects. Other discussion items include measurement error, statistical power, significance, and replication. Additional designs, exposure assessments, and analytical approaches need to be considered as we move from the current small number of success stories to a fuller understanding of the interplay of genetic and environmental factors. © 2013 WILEY PERIODICALS, INC.

Teaching Computational Thinking: Deciding to Take Small Steps in a Curriculum

Science.gov (United States)

Madoff, R. D.; Putkonen, J.

2016-12-01

While computational thinking and reasoning are not necessarily the same as computer programming, programs such as MATLAB can provide the medium through which the logical and computational thinking at the foundation of science can be taught, learned, and experienced. And while math and computer anxiety are often discussed as critical obstacles to students' progress in their geoscience curriculum, it is here suggested that an unfamiliarity with the computational and logical reasoning is what poses a first stumbling block, in addition to the hurdle of expending the effort to learn how to translate a computational problem into the appropriate computer syntax in order to achieve the intended results. Because computational thinking is so vital for all fields, there is a need to initiate many and to build support in the curriculum for it. This presentation focuses on elements to bring into the teaching of computational thinking that are intended as additions to learning MATLAB programming as a basic tool. Such elements include: highlighting a key concept, discussing a basic geoscience problem where the concept would show up, having the student draw or outline a sketch of what they think an operation needs to do in order to perform a desired result, and then finding the relevant syntax to work with. This iterative pedagogy simulates what someone with more experience in programming does, so it discloses the thinking process in the black box of a result. Intended as only a very early stage introduction, advanced applications would need to be developed as students go through an academic program. The objective would be to expose and introduce computational thinking to majors and non-majors and to alleviate some of the math and computer anxiety so that students would choose to advance on with programming or modeling, whether it is built into a 4-year curriculum or not.

Predicting recidivism in sex offenders with the Psychological Inventory of Criminal Thinking Styles (PICTS).

Science.gov (United States)

Walters, Glenn D; Deming, Adam; Casbon, Todd

2015-04-01

The purpose of this study was to determine whether the Psychological Inventory of Criminal Thinking Styles (PICTS) was capable of predicting recidivism in 322 male sex offenders released from prison-based sex offender programs in a Midwestern state. The Static-99R and PICTS General Criminal Thinking (GCT), Reactive (R), and Entitlement (En) scores all correlated significantly with general recidivism, the Static-99R correlated significantly with violent recidivism, and the Static-99R score and PICTS GCT, Proactive (P), and En scores correlated significantly with failure to register as a sex offender (FTR) recidivism. Area under the curve effect size estimates varied from small to large, and Cox regression analyses revealed that the PICTS En score achieved incremental validity relative to the Static-99R in predicting general recidivism and the PICTS GCT, P, and En scores achieved incremental validity relative to the Static-99R in predicting FTR recidivism. It is speculated that the PICTS in general and the En scale in particular may have utility in risk management and treatment planning for sex offenders by virtue of their focus on antisocial thinking. © The Author(s) 2014.

USING SIX THINKING HATS AS A TOOL FOR LATERAL THINKING IN ORGANIZATIONAL PROBLEM SOLVING

OpenAIRE

Dr. P. S. Aithal; Dr. P. M. Suresh Kumar

2016-01-01

Six thinking hats is recently introduced technique which outlines different thinking styles required by an individual while analysing a given problem in an effective way. The technique correlates different thinking styles used in a systematic problem-solving procedure with different coloured hats. Alternately, by conceptualizing each type of hat, the person focuses on the style of thinking associated with each colour so that the problem can be analysed from different angles and frame of refer...

Designers' Cognitive Thinking Based on Evolutionary Algorithms

OpenAIRE

Zhang Shutao; Jianning Su; Chibing Hu; Peng Wang

2013-01-01

The research on cognitive thinking is important to construct the efficient intelligent design systems. But it is difficult to describe the model of cognitive thinking with reasonable mathematical theory. Based on the analysis of design strategy and innovative thinking, we investigated the design cognitive thinking model that included the external guide thinking of "width priority - depth priority" and the internal dominated thinking of "divergent thinking - convergent thinking", built a reaso...

Thinking about computational thinking

NARCIS (Netherlands)

Lu, J.J.; Fletcher, G.H.L.; Fitzgerald, S.; Guzdial, M.; Lewandowski, G.; Wolfman, S.A.

2009-01-01

Jeannette Wing's call for teaching Computational Thinking (CT) as a formative skill on par with reading, writing, and arithmetic places computer science in the category of basic knowledge. Just as proficiency in basic language arts helps us to effectively communicate and in basic math helps us to

Heuristic and analytic processing in online sports betting.

Science.gov (United States)

d'Astous, Alain; Di Gaspero, Marc

2015-06-01

This article presents the results of two studies that examine the occurrence of heuristic (i.e., intuitive and fast) and analytic (i.e., deliberate and slow) processes among people who engage in online sports betting on a regular basis. The first study was qualitative and was conducted with a convenience sample of 12 regular online sports gamblers who described the processes by which they arrive at a sports betting decision. The results of this study showed that betting online on sports events involves a mix of heuristic and analytic processes. The second study consisted in a survey of 161 online sports gamblers where performance in terms of monetary gains, experience in online sports betting, propensity to collect and analyze relevant information prior to betting, and use of bookmaker odds were measured. This study showed that heuristic and analytic processes act as mediators of the relationship between experience and performance. The findings stemming of these two studies give some insights into gamblers' modes of thinking and behaviors in an online sports betting context and show the value of the dual mediation process model for research that looks at gambling activities from a judgment and decision making perspective.

Collaborative Visual Analytics: A Health Analytics Approach to Injury Prevention

Directory of Open Access Journals (Sweden)

Samar Al-Hajj

2017-09-01

Full Text Available Background: Accurate understanding of complex health data is critical in order to deal with wicked health problems and make timely decisions. Wicked problems refer to ill-structured and dynamic problems that combine multidimensional elements, which often preclude the conventional problem solving approach. This pilot study introduces visual analytics (VA methods to multi-stakeholder decision-making sessions about child injury prevention; Methods: Inspired by the Delphi method, we introduced a novel methodology—group analytics (GA. GA was pilot-tested to evaluate the impact of collaborative visual analytics on facilitating problem solving and supporting decision-making. We conducted two GA sessions. Collected data included stakeholders’ observations, audio and video recordings, questionnaires, and follow up interviews. The GA sessions were analyzed using the Joint Activity Theory protocol analysis methods; Results: The GA methodology triggered the emergence of ‘common ground’ among stakeholders. This common ground evolved throughout the sessions to enhance stakeholders’ verbal and non-verbal communication, as well as coordination of joint activities and ultimately collaboration on problem solving and decision-making; Conclusions: Understanding complex health data is necessary for informed decisions. Equally important, in this case, is the use of the group analytics methodology to achieve ‘common ground’ among diverse stakeholders about health data and their implications.

Collaborative Visual Analytics: A Health Analytics Approach to Injury Prevention.

Science.gov (United States)

Al-Hajj, Samar; Fisher, Brian; Smith, Jennifer; Pike, Ian

2017-09-12

Background : Accurate understanding of complex health data is critical in order to deal with wicked health problems and make timely decisions. Wicked problems refer to ill-structured and dynamic problems that combine multidimensional elements, which often preclude the conventional problem solving approach. This pilot study introduces visual analytics (VA) methods to multi-stakeholder decision-making sessions about child injury prevention; Methods : Inspired by the Delphi method, we introduced a novel methodology-group analytics (GA). GA was pilot-tested to evaluate the impact of collaborative visual analytics on facilitating problem solving and supporting decision-making. We conducted two GA sessions. Collected data included stakeholders' observations, audio and video recordings, questionnaires, and follow up interviews. The GA sessions were analyzed using the Joint Activity Theory protocol analysis methods; Results : The GA methodology triggered the emergence of ' common g round ' among stakeholders. This common ground evolved throughout the sessions to enhance stakeholders' verbal and non-verbal communication, as well as coordination of joint activities and ultimately collaboration on problem solving and decision-making; Conclusion s : Understanding complex health data is necessary for informed decisions. Equally important, in this case, is the use of the group analytics methodology to achieve ' common ground' among diverse stakeholders about health data and their implications.

Educational intervention together with an on-line quality control program achieve recommended analytical goals for bedside blood glucose monitoring in a 1200-bed university hospital.

Science.gov (United States)

Sánchez-Margalet, Víctor; Rodriguez-Oliva, Manuel; Sánchez-Pozo, Cristina; Fernández-Gallardo, María Francisca; Goberna, Raimundo

2005-01-01

Portable meters for blood glucose concentrations are used at the patients bedside, as well as by patients for self-monitoring of blood glucose. Even though most devices have important technological advances that decrease operator error, the analytical goals proposed for the performance of glucose meters have been recently changed by the American Diabetes Association (ADA) to reach nurses in a 1200-bed University Hospital to achieve recommended analytical goals, so that we could improve the quality of diabetes care. We used portable glucose meters connected on-line to the laboratory after an educational program for nurses with responsibilities in point-of-care testing. We evaluated the system by assessing total error of the glucometers using high- and low-level glucose control solutions. In a period of 6 months, we collected data from 5642 control samples obtained by 14 devices (Precision PCx) directly from the control program (QC manager). The average total error for the low-level glucose control (2.77 mmol/l) was 6.3% (range 5.5-7.6%), and even lower for the high-level glucose control (16.66 mmol/l), at 4.8% (range 4.1-6.5%). In conclusion, the performance of glucose meters used in our University Hospital with more than 1000 beds not only improved after the intervention, but the meters achieved the analytical goals of the suggested ADA/National Academy of Clinical Biochemistry criteria for total error (<7.9% in the range 2.77-16.66 mmol/l glucose) and optimal total error for high glucose concentrations of <5%, which will improve the quality of care of our patients.

Resilience and Higher Order Thinking

Directory of Open Access Journals (Sweden)

Ioan Fazey

2010-09-01

Full Text Available To appreciate, understand, and tackle chronic global social and environmental problems, greater appreciation of the importance of higher order thinking is required. Such thinking includes personal epistemological beliefs (PEBs, i.e., the beliefs people hold about the nature of knowledge and how something is known. These beliefs have profound implications for the way individuals relate to each other and the world, such as how people understand complex social-ecological systems. Resilience thinking is an approach to environmental stewardship that includes a number of interrelated concepts and has strong foundations in systemic ways of thinking. This paper (1 summarizes a review of educational psychology literature on PEBs, (2 explains why resilience thinking has potential to facilitate development of more sophisticated PEBs, (3 describes an example of a module designed to teach resilience thinking to undergraduate students in ways conducive to influencing PEBs, and (4 discusses a pilot study that evaluates the module's impact. Theoretical and preliminary evidence from the pilot evaluation suggests that resilience thinking which is underpinned by systems thinking has considerable potential to influence the development of more sophisticated PEBs. To be effective, however, careful consideration of how resilience thinking is taught is required. Finding ways to encourage students to take greater responsibility for their own learning and ensuring close alignment between assessment and desired learning outcomes are particularly important.

Cryptography based on neural networks - analytical results

International Nuclear Information System (INIS)

Rosen-Zvi, Michal; Kanter, Ido; Kinzel, Wolfgang

2002-01-01

The mutual learning process between two parity feed-forward networks with discrete and continuous weights is studied analytically, and we find that the number of steps required to achieve full synchronization between the two networks in the case of discrete weights is finite. The synchronization process is shown to be non-self-averaging and the analytical solution is based on random auxiliary variables. The learning time of an attacker that is trying to imitate one of the networks is examined analytically and is found to be much longer than the synchronization time. Analytical results are found to be in agreement with simulations. (letter to the editor)

The strategic entrepreneurial thinking imperative

OpenAIRE

S. Dhliwayo; J. J. Van Vuuren

2007-01-01

Purpose: The aim of this paper is to demonstrate that strategic entrepreneurial thinking is a unitary concept which should be viewed as a standalone construct. Design/Methodology/Approach: The concept strategic entrepreneurial thinking is modelled from an analysis of strategic thinking and entrepreneurial thinking from available literature. The strategic entrepreneurial mindset imperative is then emphasised and confirmed. Findings: This paper's finding is that there is no diff...

Investigating the Synergy of Critical Thinking and Creative Thinking in the Course of Integrated Activity in Taiwan

Science.gov (United States)

Chang, Yulin; Li, Bei-Di; Chen, Hsueh-Chih; Chiu, Fa-Chung

2015-01-01

The relationship lying between critical thinking and creative thinking is opposite or complementary, results of previous relevant researches have not yet concluded. However, most of researches put the effort to compare the respective effect of the thinking methods, either the teaching of creative thinking or that of critical thinking. Less of them…

Visible Thinking: Application And Evaluation Of Thinking Routines In Primary Education

OpenAIRE

Parada Rodríguez, Nerea; Ruiz de Galarreta Galán, Irene

2015-01-01

Producción Científica En el año 1967 Nelson Goodman, con el objetivo de entender y mejorar el aprendizaje, fundó Project Zero, grupo de investigación educativa compuesto por diversos proyectos de investigación entre los cuales se encuentra el proyecto Visible Thinking. Visible Thinking nació en el año 2005 tras años de investigaciones sobre el pensamiento de los niños y su aprendizaje. La idea central del proyecto Visible Thinking es la de hacer visible el pensamiento, ya...

Medical Computational Thinking

DEFF Research Database (Denmark)

Musaeus, Peter; Tatar, Deborah Gail; Rosen, Michael A.

2017-01-01

Computational thinking (CT) in medicine means deliberating when to pursue computer-mediated solutions to medical problems and evaluating when such solutions are worth pursuing in order to assist in medical decision making. Teaching computational thinking (CT) at medical school should be aligned...

Analyzing the factors that influencing the success of post graduates in achieving graduate on time (GOT) using analytic hierarchy process (AHP)

Science.gov (United States)

Chin, Wan Yung; Ch'ng, Chee Keong; Jamil, Jastini Mohd.; Shaharanee, Izwan Nizal Mohd.

2017-11-01

In the globalization era, education plays an important role in educating and preparing individuals to face the demands and challenges of 21st century. Thus, this contributes to the increase of the number of individuals pursuing their studies in Doctor of Philosophy (Ph.D) program. However, the ability of Ph.D students in heading to the four years Graduate on Time (GOT) mission that is stipulated by University has become a major concern of students, institution and government. Therefore, the main objective of this study is to investigate the factors that influence the Ph.D students in Universiti Utara Malaysia (UUM) to achieve GOT. Through the reviewing of previous research, six factors which are student factor, financial factor, supervisor factor, skills factor, project factors and institution factor had been identified as the domain factors that influence the Ph.D students in achieving GOT. The level of importance for each factor will be ranked by the experts from three graduate schools using Analytic Hierarchy Process (AHP) technique. This study will bring a significant contribution to the understanding of factors that affecting the Ph.D students in UUM to achieve GOT. In Addition, this study can also succor the university in planning and assisting the Ph.D students to accomplish the GOT in future.

An Exploratory Study of Creativity, Personality and Schooling Achievement

Science.gov (United States)

Berlin, Noémi; Tavani, Jean-Louis; Beasançon, Maud

2016-01-01

We investigate the link between schooling achievement and creativity scores, controlling for personality traits and other individual characteristics. Our study is based on field data collected in a secondary school situated in a Parisian suburb. Four scores of creativity were measured on 9th graders. Verbal divergent thinking negatively predicts…

Is talking to yourself thinking?

Science.gov (United States)

Rachlin, Howard

2018-01-01

The question whether talking to yourself is thinking is considered from two viewpoints: radical behaviorism and teleological behaviorism. For radical behaviorism, following Skinner (1945), mental events such as 'thinking' may be explained in terms of private behavior occurring within the body, ordinarily unobservable by other people; thus, radical behaviorism may identify talking to yourself with thinking. However, to be consistent with its basic principles, radical behaviorism must hold that private behavior, hence thinking, is identical with covert muscular, speech movements (rather than proprioception of those movements). For teleological behaviorism, following Skinner (1938), all mental terms, including 'thinking,' stand for abstract, temporally extended patterns of overt behavior. Thus, for teleological behaviorism, talking to yourself, covert by definition, cannot be thinking. © 2017 Society for the Experimental Analysis of Behavior.

Semi-analytical MBS Pricing

DEFF Research Database (Denmark)

Rom-Poulsen, Niels

2007-01-01

This paper presents a multi-factor valuation model for fixed-rate callable mortgage backed securities (MBS). The model yields semi-analytic solutions for the value of MBS in the sense that the MBS value is found by solving a system of ordinary differential equations. Instead of modelling the cond......This paper presents a multi-factor valuation model for fixed-rate callable mortgage backed securities (MBS). The model yields semi-analytic solutions for the value of MBS in the sense that the MBS value is found by solving a system of ordinary differential equations. Instead of modelling...... interest rate model. However, if the pool size is specified in a way that makes the expectations solvable using transform methods, semi-analytic pricing formulas are achieved. The affine and quadratic pricing frameworks are combined to get flexible and sophisticated prepayment functions. We show...

The Question Concerning Thinking

DEFF Research Database (Denmark)

Riis, Søren

2008-01-01

Martin Heidegger's thought-provoking essay "The Question Concerning Technology" (1977a) placed technology at the heart of philosophy. Heidegger tried to show that the essence of technology provokes humans to think about the world in a very dangerous way. Yet if we follow Heidegger's analysis...... of technology, what role does that ascribe to philosophy? To be able to understand the programmatic scope of Heidegger's question ‘concerning' technology, we need to see it as inseparable from his famous thesis about the end of philosophy (1977c) and what he considers to be the ideal kind of thinking. However......, by doing so, we will in the end realize two important things. First, that Heidegger's declaration of the end of philosophy in fact also means the end of anything we can meaningfully call thinking. Second, that Heidegger's own thinking is completely different from his own ideal of thinking. Our question...

Proceedings of the Indian Analytical Science Congress: analytical science for innovations in green energy, technology and industry - souvenir

International Nuclear Information System (INIS)

2013-01-01

The theme of IASC - 2013 is 'Analytical Science for innovations in Green Energy, Technology and Industry'. This theme was chosen to emphasize the unprecedented opportunities for analytical science and technology in the field of green energy, technology and industry, while at the same time recognizing the special challenges faced by analytical science in this field. The objective of the conference is to advance research, development and innovation in analytical sciences for the benefit of its application in the areas of green science and technology. The growing role of analytical science in green energy, technology and industry are significant. The next few years will witness more momentous achievements of analytical science as well as its application in green energy, technology and industry contributing towards the benefit of mankind in terms of healthy, productive, long and comfortable life. Papers relevant to INIS are indexed separately

Implementation and evaluation of critical thinking strategies to enhance critical thinking skills in Middle Eastern nurses.

Science.gov (United States)

Simpson, Elaine; Courtney, Mary

2008-12-01

The purpose of this study was to develop, implement and evaluate critical thinking strategies to enhance critical thinking skills in Middle Eastern nurses. Critical thinking strategies such as questioning, debate, role play and small group activity were developed and used in a professional development programme, which was trialled on a sample of Middle Eastern nurses (n = 20), to promote critical thinking skills, encourage problem solving, development of clinical judgment making and care prioritization in order to improve patient care and outcomes. Classroom learning was transformed from memorization to interaction and active participation. The intervention programme was successful in developing critical thinking skills in both the nurse educators and student nurses in this programme. This programme successfully integrated critical thinking strategies into a Middle Eastern nursing curriculum. Recommendations are as follows: (1) utilize evidence-based practice and stem questions to encourage the formulation of critical thinking questions; (2) support the needs of nurse educators for them to effectively implement teaching strategies to foster critical thinking skills; and (3) adopt creative approaches to (i) transform students into interactive participants and (ii) open students' minds and stimulate higher-level thinking and problem-solving abilities.

The role of critical thinking skills and learning styles of university students in their academic performance.

Science.gov (United States)

Ghazivakili, Zohre; Norouzi Nia, Roohangiz; Panahi, Faride; Karimi, Mehrdad; Gholsorkhi, Hayede; Ahmadi, Zarrin

2014-07-01

The Current world needs people who have a lot of different abilities such as cognition and application of different ways of thinking, research, problem solving, critical thinking skills and creativity. In addition to critical thinking, learning styles is another key factor which has an essential role in the process of problem solving. This study aimed to determine the relationship between learning styles and critical thinking of students and their academic performance in Alborz University of Medical Science. This cross-correlation study was performed in 2012, on 216 students of Alborz University who were selected randomly by the stratified random sampling. The data was obtained via a three-part questionnaire included demographic data, Kolb standardized questionnaire of learning style and California critical thinking standardized questionnaire. The academic performance of the students was extracted by the school records. The validity of the instruments was determined in terms of content validity, and the reliability was gained through internal consistency methods. Cronbach's alpha coefficient was found to be 0.78 for the California critical thinking questionnaire. The Chi Square test, Independent t-test, one way ANOVA and Pearson correlation test were used to determine relationship between variables. The Package SPSS14 statistical software was used to analyze data with a significant level of pstudents with convergent learning style have better performance than other groups. Also learning style had a relationship with age, gender, field of study, semester and job. The results about the critical thinking of the students showed that the mean of deductive reasoning and evaluation skills were higher than that of other skills and analytical skills had the lowest mean and there was a positive significant relationship between the students' performance with inferential skill and the total score of critical thinking skills (pskills and deductive reasoning had significant

Critical Thinking Development in Pharmacy Education: A Meta-Analysis

Directory of Open Access Journals (Sweden)

Michael J Peeters

2016-03-01

Full Text Available Objective: The investigators aimed to summarize prior studies of critical thinking development among pharmacy students, using the California Critical Thinking Skills Test (CCTST, Health Sciences Reasoning Test (HSRT, and Defining Issues Test (DIT. Methods: Independently, two investigators (KLZ, MJP systematically searched available literature using PubMed, Google Scholar, ERIC, PsychInfo, as well as pharmacy education conference abstracts in American Journal of Pharmaceutical Education. Their search terms were ‘pharmacy’, and [‘critical thinking’, ‘HSRT’, ‘CCTST’, and ‘DIT’]. Studies included were those that investigated pharmacy students, used one of the tests (CCTST, HSRT, DIT, and used a longitudinal design with test administration at two or more time-points for the same subjects (i.e., development. On review, the CCTST and HSRT seem more foundational to analytical/critical thinking, while the DIT appears to measure moral/complex thinking. Summarizing used meta-analysis with Cohen’s d and random-effects modelling. Results: Five studies involved thinking development with 10 separate cohorts for meta-analysis (8 cohorts for CCTST, 2 for DIT, and 0 for HSRT. At 5 institutions, 407 and 1148 students were included (CCTST and DIT, respectively. For the CCTST, the overall effect was 0.33 (0.19-0.47 95%CI with some heterogeneity among study cohorts (I2=52%. For the DIT, the overall effect was -0.23 (-0.83-0.37 95%CI with considerable heterogeneity between study cohorts (I2=95%. For the CCTST and DIT, some studies showed effect-sizes greater than 0.5. Meta-analysis of the HSRT could not be conducted (i.e., 0 studies found. Implications: While measuring different aspects of “critical thinking”, the CCTST and DIT showed responsiveness to change and appear to be promising measures of cognitive development. These tests should be used in further well-designed research studies that explore strategies for improving cognitive

Thinking skills in the context of Formal Logic, Informal Logic and Critical Thinking19

Directory of Open Access Journals (Sweden)

Pieter van Veuren

1995-03-01

Full Text Available The aim of this essay is to explore the concept of thinking skills in three different contexts, i.e. Formal Logic, Informal Logic and Critical Thinking. The essay traces some contemporary historical connections between these approaches and illustrates differences and overlap between them by referring to the content pages of textbooks which are representative of the different approaches. In evaluating the historical developments sketched in the essay, the conclusion is reached that the open and pragmatic way in which Critical Thinking handles the topic of thinking skills has advantages for interdisciplinary contact and cooperation. However, this pragmatic approach also has a possible downside: the concept of thinking skills can become so vague as to be of no use.

Achievements and advantages of participation in the IAEA project RER 002/004/1999-2001 'QA/QC of Nuclear Analytical Techniques'

International Nuclear Information System (INIS)

Vata, Ion; Cincu, Em.

2002-01-01

The National Institute for Physics and Engineering 'Horia Hulubei' (IFIN-HH) decided in the late 1990s to start applying nuclear techniques in economy and social life on a routine scale; reaching this goal implied achieving first-rate analytical performances and complying with the QA/QC requirements, as detailed in the ISO 17025. The IAEA Project appeared in 1999 as the best opportunity and tool for our specialists to become familiar with the standard requirements and begin to implement them in their operations, thus further enabling them to apply for accreditation according to the international criteria. This report outlines the experience gained from the participation in the project. The accomplishments of the project are presented and the main difficulties are identified

Sustainable Communities: A Lens for Envisioning and Achieving a Community-Based Culture of Social and Ecological Peace

Science.gov (United States)

Verhagen, Frans C.

2014-01-01

One of the obstacles to dealing with the social and ecological crises that obstruct the achievement of a culture of peace is silo thinking in global governance. A unidimensional mode of planning, silo thinking leads to decisions based on the area of expertise of a particular agency or intergovernmental organization and fails to recognize linkages…

An overview of analytical activities of control laboratory in NFC

International Nuclear Information System (INIS)

Balaji Rao, Y.; Subba Rao, Y.; Saibaba, N.

2015-01-01

As per the mandate of Department of Atomic Energy (DAE), Nuclear Fuel Complex (NFC) was established in 1971 for manufacturing Fuel Sub-assemblies for both PHWRs and BWRs operating in India on industrial scale. Control Laboratory (C.Lab) was envisaged as a centralized analytical facility to achieve the objectives of NFC on the similar lines of its predecessor, Analytical Chemistry Division at BARC. With highest ever production of 1200 MT of PHWR Fuel and 16 lakhs PHWR Fuel Tubes achieved during production year of 2014-15 and with increase in demand further for fuel requirements, NFC has got demanding situation in next year and accordingly, C. Lab has also geared up to meet the challenging demands of all the production plant. The average annual analytical load comes around 5 Lakhs estimations and to manage such a massive analytical load a proper synergy between good chemistry, process conditions and analytical methods is a necessity and laboratory is able to meet this important requirement consistently

Chemometrics in analytical chemistry-part I: history, experimental design and data analysis tools.

Science.gov (United States)

Brereton, Richard G; Jansen, Jeroen; Lopes, João; Marini, Federico; Pomerantsev, Alexey; Rodionova, Oxana; Roger, Jean Michel; Walczak, Beata; Tauler, Romà

2017-10-01

Chemometrics has achieved major recognition and progress in the analytical chemistry field. In the first part of this tutorial, major achievements and contributions of chemometrics to some of the more important stages of the analytical process, like experimental design, sampling, and data analysis (including data pretreatment and fusion), are summarised. The tutorial is intended to give a general updated overview of the chemometrics field to further contribute to its dissemination and promotion in analytical chemistry.

Effect of Higher Order Thinking Laboratory on the Improvement of Critical and Creative Thinking Skills

Science.gov (United States)

Setiawan, A.; Malik, A.; Suhandi, A.; Permanasari, A.

2018-02-01

This research was based on the need for improving critical and creative thinking skills of student in the 21 -st century. In this research, we have implemented HOT-Lab model for topic of force. The model was characterized by problem solving and higher order thinking development through real laboratory activities. This research used a quasy experiment method with pre-test post-test control group design. Samples of this research were 60 students of Physics Education Program of Teacher Educatuon Institution in Bandung. The samples were divided into 2 classes, experiment class (HOT-lab model) and control class (verification lab model). Research instruments were essay tests for creative and critical thinking skills measurements. The results revealed that both the models have improved student’s creative and critical thinking skills. However, the improvement of the experiment class was significantly higher than that of the control class, as indicated by the average of normalized gains (N-gain) for critical thinking skills of 60.18 and 29.30 and for creative thinking skills of 70.71 and 29.40, respectively for the experimental class and the control class. In addition, there is no significant correlation between the improvement of critical thinking skills and creative thinking skills in both the classes.

Pengaruh Asesmen Biologi dalam Pembelajaran Think Pair Share Terhadap Kemampuan Kognitif Siswa

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Yuni Pantiwati

2013-07-01

Full Text Available Abstract: The Effect of Biological Assessment in Think Pair Share (T PS Strategy on Students’ Cognitive Abilities. The purpose of this study is to find out the differences in students’ cognitive abilities, that is, critical thinking and creative thinking, in Think Pair Share cooperative learning model between those given authentic assessment and those conventional assessment. A number of s enior high schools in Malang Municipality were involved based on the categories of high and low achievement scores of national examination. Using a 2x2 factorial quasi experimental design, the study selected a sample of eleventh grade students. The results of ANCOVA, followed by the Least Significant Different (LSD, show that there were differences in cognitive abilities between the students assessed using different methods, authentic and conventional. Abstrak: Pengaruh Asesmen Biologi dalam Pembelajaran Think Pair Share terhadap Kemampuan Kognitif Siswa. Tujuan penelitian ini adalah menemukan perbedaan kemampuan kognitif siswa dalam model pembelajaran kooperatif Think Pair Share (TPS dengan menggunakan asesmen autentik dan asesmen konvensional pada SMA di Kota Malang dengan kategori nilai Ebtanas murni tinggi dan kategori nilai Ebtanas murni rendah. Penelitian ini menggukan rancangan eksperimen semu (quasi experimental design f aktorial 2x2. Sampel penelitian adalah siswa kelas XI. Teknik analisis data dilakukan secara kuantitatif dengan menggunkan statistik Anacova yang dilanjutkan dengan menggunakan Least Significant Different (LSD. Hasil penelitian menunjukkan bahwa ada perbedaan kemampuan kognitif (berpikir kritis dan berpikir kreatif dalam pembelajaran kooperatif TPS antara siswa yang dinilai dengan menggunakan asesmen autentik dengan siswa yang dinilai dengan menggunakan asesmen konvensional.

Critical Thinking in the Classroom…and Beyond

Science.gov (United States)

Murawski, Linda M.

2014-01-01

Critical thinking in the classroom is a common term used by educators. Critical thinking has been called "the art of thinking about thinking" (Ruggiero, V. R., 2012) with the intent to improve one's thinking. The challenge, of course, is to create learning environments that promote critical thinking both in the classroom and beyond.…

Moving on - beyond lean thinking

OpenAIRE

Koskela, Lauri

2004-01-01

Lean Thinking is currently often positioned as the underlying theory of lean production among practitioners and academics, although its originators, Womack and Jones, seem not to have presented it as a theory. This paper endeavors to analyze whether Lean Thinking can be viewed as a theory of lean production. For this purpose, a critical assessment of Lean Thinking is carried out. Lean Thinking is argued to lack an adequate conceptualization of production, which has led to imprecise concepts, ...

Implementation of environmental thinking into a manufactory company

DEFF Research Database (Denmark)

Muñoz-Marin, Ana Maria; Lassen, Astrid Heidemann

2011-01-01

This paper presents the development of a tool for manufacturing companies to facilitate environmental thinking for the integration of environmental concerns into their business operations according to their Corporate Social Responsibility (CSR) while obtaining direct benefits for the business....... By understanding the end-uses’ perception, drivers, limitations and wants towards green products and gaining a general understanding of the Product environmental impacts, the company can detect environmental improvement options that are feasible to achieve and which consumers are interested in buying, therefore...

Blue Ocean Thinking

Science.gov (United States)

Orem, Donna

2016-01-01

This article describes a concept called the "blue ocean thinking strategy," developed by W. Chan Kim and Renée Mauborgne, professors at INSEAD, an international graduate school of business in France. The "blue ocean" thinking strategy considers opportunities to create new markets for services, rather than focusing solely on…

Real change in the real world: an achievable goal.

Science.gov (United States)

Friedman, Robert M

2010-03-01

This commentary builds on the papers presented at the Vanderbilt Conference by emphasizing the importance of better understanding the process of change-making if real change in the real world is to be achieved. The commentary reviews several frameworks and research findings related to achieving large-scale sustainable change that benefits children and families. It calls for the application of systems thinking as a complement to the more micro-level research that was presented at the Vanderbilt conference. Such an approach would have implications for framing of the issue, for the strategies that are taken to try to achieve change, and for research/evaluation methods for studying complex, dynamic, nonlinear systems.

Scientific Skills as Core Competences in Medical Education: What Do Medical Students Think?

Science.gov (United States)

Ribeiro, Laura; Severo, Milton; Pereira, Margarida; Ferreira, Maria Amélia

2015-01-01

Background: Scientific excellence is one of the most fundamental underpinnings of medical education and its relevance is unquestionable. To be involved in research activities enhances students' critical thinking and problem-solving capacities, which are mandatory competences for new achievements in patient care and consequently to the improvement…

TRANSFORMATION THE ROLE OF THINK TANKS IN THE PROCESS OF GOVERNMENT POLICY FORMATION IN THE CONTEXT OF WORLD FINANCIAL CRISIS IN 2008-2010

Directory of Open Access Journals (Sweden)

Антон Юрьевич Барсуков

2013-05-01

Full Text Available The study is dedicated to the evolution of think tanks role as a political tool of government policy formation in the context of world financial crisis. The main purpose of the study was the description of such evolution, revealing of the basic differences with the analytical centers, founded before 2008 in China, and finding-out of think tank’ role in the process of anticrisis campaign.The actuality of the study is obvious, proceeding from there are not any other study dedicated to the Chinese “new type” think tanks in Russian politologycal science.The appearance of “new type” think tanks in the PRC is mentioned in the study. The special meaning devoted to the increasing of returnees’ role in the process of government policy formation. The author makes the conclusion that “new type” think tanks have a very important meaning just as in the process of anticrisis campaign so in the public life. “New type” think tanks have more independence from the official authorities. DOI: http://dx.doi.org/10.12731/2218-7405-2013-4-38

Rational Thinking and Cognitive Sophistication: Development, Cognitive Abilities, and Thinking Dispositions

Science.gov (United States)

Toplak, Maggie E.; West, Richard F.; Stanovich, Keith E.

2014-01-01

We studied developmental trends in 5 important reasoning tasks that are critical components of the operational definition of rational thinking. The tasks measured denominator neglect, belief bias, base rate sensitivity, resistance to framing, and the tendency toward otherside thinking. In addition to age, we examined 2 other individual difference…

Original Thinking

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Ashok Natarajan

2012-04-01

Full Text Available History that comes to us as a chronology of events is really a collective existence that is evolving through several stages to develop Individuality in all members of the society. The human community, nation states, linguistic groups, local castes and classes, and families are the intermediate stages in development of the Individual. The social process moves through phases of survival, growth, development and evolution. In the process it organizes the consciousness of its members at successive levels from social external manners, formed behavior, value-based character and personality to culminate in the development of Individuality. Through this process, society evolves from physicality to Mentality. The power of accomplishment in society and its members develops progressively through stages of skill, capacity, talent, and ability. Original thinking is made possible by the prior development of thinking that organizes facts into information. The immediate result of the last world war was a shift in reliance from physical force and action to mental conception and mental activity on a global scale. At such times no problem need defy solution, if only humanity recognizes the occasion for thinking and Original Thinking. The apparently insoluble problems we confront are an opportunity to formulate a comprehensive theory of social evolution. The immediate possibility is to devise complete solutions to all existing problems, if only we use the right method of thought development.

Thinking about Metacognition

Science.gov (United States)

Crossland, John

2015-01-01

Learning depends on the effective use of basic cognitive processes such as memory and attention, but for optimal learning, learners also need to have awareness of, and control over, these cognitive processes. The literal meaning of metacognition is cognition about cognition or, more informally, thinking about your thinking: a good starting point…

Mathematics, chemistry and science connection as a basis of scientific thinking

Directory of Open Access Journals (Sweden)

Ivan Matúš

2017-01-01

Full Text Available Scientific thinking is a basic skill that can support problemsolving of interdisciplinary tasks in science. Our research is leading us to creation of materials and resources that will support this interdisciplinary approach to education. The research includes interviews with high-school teachers of mathematics, chemistry and science, item analysis of extensive testing of knowledge and skills of high school students in chemistry in Czech Republic, follow-up survey of students’ problem-solving processes in tasks requiring the use of combined knowledge of mathematics and chemistry and the creation of educational materials. The article contains a few examples of proposed educational materials. The effectiveness of created materials is verified in high-schools. Students have got the most difficulties applying algebraic calculations in chemistry, using proportions, solving equations, expressing the unknown, the spatial imagination, geometry and stereometry and the resulting arrangement of atoms and shapes of molecules, chemical analytical tasks with logical thinking, interpretation of information from graphs and tables, plotting measured values into graphs and statistical evaluation.

Measuring Psychological Critical Thinking: An Update

Science.gov (United States)

Lawson, Timothy J.; Jordan-Fleming, Mary Kay; Bodle, James H.

2015-01-01

Critical thinking is widely considered an important skill for psychology majors. However, few measures exist of the types of critical thinking that are specific to psychology majors. Lawson (1999) designed the Psychological Critical Thinking Exam (PCTE) to measure students' ability to "think critically, or evaluate claims, in a way that…

THINKING OUTSIDE OF THE BOX: DETERMINING STUDENTS’ LEVEL OF CRITICAL THINKING SKILLS IN TEACHING AND LEARNING

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Afifah Fadhlullah

2017-12-01

Full Text Available This paper discusses the level of critical thinking skills adapted from The Cornell Critical Thinking Test Level X (CCTTX by Ennis and Milan (1985 among final year diploma students from the Faculty of Business Management, UiTM Melaka taking the course of Office Administration and Introduction to Critical Thinking. This paper aims to encourage students to become critical thinkers and to provide lecturers with the best approach to develop students’ critical thinking skills at tertiary level. Findings have shown that their critical thinking ability ranged from low to moderate level. Thus, strategies of teaching and learning which stresses on student-centered learning must be adopted to stimulate student’s thinking by encouraging critical and creative thinking and the construction of new knowledge. 61 students taking Diploma in Office Management and Technology were chosen as samples of this study. The data was collected through observation and classroom based activities namely debates, discussions, article analysis, problem-solving situations and case studies.

Creative Thinking with Fairy Tales.

Science.gov (United States)

Flack, Jerry

2001-01-01

This article discusses how creative thinking can be encouraged in students through such classic tools as brainstorming and the productive thinking elements of fluency, flexibility, originality, and elaboration. It describes how fairy tales can be used to foster these thinking skills and suggests classroom activities. (Contains two references.) (CR)

Traditional Literacy and Critical Thinking

Science.gov (United States)

Dando, Priscille

2016-01-01

How school librarians focus on activating critical thinking through traditional literacy development can proactively set the stage for the deep thinking that occurs in all literacy development. The critical-thinking skills students build while becoming accomplished readers and writers provide the foundation for learning in a variety of…

Effectiveness of higher order thinking skills (HOTS) based i-Think map concept towards primary students

Science.gov (United States)

Ping, Owi Wei; Ahmad, Azhar; Adnan, Mazlini; Hua, Ang Kean

2017-05-01

Higher Order Thinking Skills (HOTS) is a new concept of education reform based on the Taxonomies Bloom. The concept concentrate on student understanding in learning process based on their own methods. Through the HOTS questions are able to train students to think creatively, critic and innovative. The aim of this study was to identify the student's proficiency in solving HOTS Mathematics question by using i-Think map. This research takes place in Sabak Bernam, Selangor. The method applied is quantitative approach that involves approximately all of the standard five students. Pra-posttest was conduct before and after the intervention using i-Think map in solving the HOTS questions. The result indicates significant improvement for post-test, which prove that applying i-Think map enhance the students ability to solve HOTS question. Survey's analysis showed 90% of the students agree having i-Thinking map in analysis the question carefully and using keywords in the map to solve the questions. As conclusion, this process benefits students to minimize in making the mistake when solving the questions. Therefore, teachers are necessarily to guide students in applying the eligible i-Think map and methods in analyzing the question through finding the keywords.

ANALYZE CRITICAL THINKING SKILLS AND SCIENTIFIC ATTITUDE IN PHYSICS LEARNING USED INQUIRY TRAINING AND DIRECT INSTRUCTION LEARNING MODEL

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Dede Parsaoran Damanik

2013-06-01

Full Text Available This study was aimed to determine the differences: (1 the difference of critical thinking skills of students' that using Inquiry Training and Direct Instruction. (2 The difference of critical thinking skills among students who at high scientific attitude and students who at low scientific attitude. (3 To see if there is interaction between inquiry learning model of the scientific attitude students' to increase the ability to critical thinking. This is a quasi experimental research. Which students of private junior high school Two Raya Kahean District Simalungun. Population choose random sample of each class. Instrument used consisted of: (1 test the scientific attitude of students through a questionnaire with 25 statements questionnaire number (2 test the critical thinking skills in the form of descriptions by 9 questions. The data were analyzed according to ANAVA. It showed that: (1 There are differences in students' critical thinking of skills achievement Inquiry Training model and Direct Instruction model, (2 there was a difference of students' critical thinking in scientific attitude at high is better than who thought there is a difference of students' critical thinking in scientific attitude at low. (3 There was no interaction between Inquiry Training model and Direct Instruction with the scientific attitude students' to increase student’s critical thinking of skills.

The human factor in the functioning of "Lean Thinking"

Directory of Open Access Journals (Sweden)

Safronova Kseniia Olegovna

2013-04-01

Full Text Available This article includes the analyses of influence the «Lean Production» conception. Top – manager should any his decision to employees of company and gets the feedback. The successful companies understand the importance with the employee’s communication. The staff is the main active of organization, and that is why, the top – management should direct actions on the education loyal employee and the creation of a corporate (team spirit. The staff is the «thinking» enterprises active, but not the mechanism of achieving goal. Company come the «thinking» following the management principles of the «Lean Production» conception. The article includes correlation between of the management style and methodology as management mechanism of business organization. Also «Deming Cycle» and «Triangle of Joiner» like a method of in-house training programs (education in the company.

Conflict monitoring in dual process theories of thinking.

Science.gov (United States)

De Neys, Wim; Glumicic, Tamara

2008-03-01

Popular dual process theories have characterized human thinking as an interplay between an intuitive-heuristic and demanding-analytic reasoning process. Although monitoring the output of the two systems for conflict is crucial to avoid decision making errors there are some widely different views on the efficiency of the process. Kahneman [Kahneman, D. (2002). Maps of bounded rationality: A perspective on intuitive judgement and choice. Nobel Prize Lecture. Retrieved January 11, 2006, from: http://nobelprize.org/nobel_prizes/economics/laureates/2002/kahnemann-lecture.pdf] and Evans [Evans, J. St. B. T. (1984). Heuristic and analytic processing in reasoning. British Journal of Psychology, 75, 451-468], for example, claim that the monitoring of the heuristic system is typically quite lax whereas others such as Sloman [Sloman, S. A. (1996). The empirical case for two systems of reasoning. Psychological Bulletin, 119, 3-22] and Epstein [Epstein, S. (1994). Integration of the cognitive and psychodynamic unconscious. American Psychologists, 49, 709-724] claim it is flawless and people typically experience a struggle between what they "know" and "feel" in case of a conflict. The present study contrasted these views. Participants solved classic base rate neglect problems while thinking aloud. In these problems a stereotypical description cues a response that conflicts with the response based on the analytic base rate information. Verbal protocols showed no direct evidence for an explicitly experienced conflict. As Kahneman and Evans predicted, participants hardly ever mentioned the base rates and seemed to base their judgment exclusively on heuristic reasoning. However, more implicit measures of conflict detection such as participants' retrieval of the base rate information in an unannounced recall test, decision making latencies, and the tendency to review the base rates indicated that the base rates had been thoroughly processed. On control problems where base rates and

Exploring Higher Thinking.

Science.gov (United States)

Conover, Willis M.

1992-01-01

Maintains that the social studies reform movement includes a call for the de-emphasis of rote memory and more attention to the development of higher-order thinking skills. Discusses the "thinking tasks" concept derived from the work of Hilda Taba and asserts that the tasks can be used with almost any social studies topic. (CFR)

ThinkQuest to help Internet people Think Young!

CERN Multimedia

2001-01-01

The ThinkQuest Internet Challenge Awards are given to young teams of web site designers. This year, the award ceremony was hosted by CERN on 19 March.   Young visitors to CERN are not unusual. But those you may have seen around the Laboratory last Monday were here for a special event - the ThinkQuest Internet Challenge Awards. This is an international program for students from 12 to 19 working in teams, across different schools and cultures, to design exciting, interactive, and educational web sites. At stake in the competition was over $1 million in scholarships and awards. Martine Brunschwig Graf (top left), Geneva State Councillor responsible for public education, at the ThinkQuest award ceremony at CERN where some 70 young finalists were assembled. For this year's Award Ceremony, the 70 finalists were CERN's guests on Monday after spending three days in Geneva. Ranging in age from 14 to 19 years and representing over 20 countries, the finalists were welcomed to the awards day by CERN Director G...

Effects of an instruction method in thinking skills with students from compulsory secondary education.

Science.gov (United States)

de Acedo Lizarraga, María Luisa Sanz; de Acedo Baquedano, María Teresa Sanz; Pollán Rufo, Milagros

2010-05-01

The purpose of this study was to assess the effects caused by the instruction method "Think actively in academic contexts, TAAC", an adaptation of Wallace and Adams' (1993) method of thinking skills, creativity, self-regulation, and academic learning, with students from the second grade of Compulsory Secondary Education (CSE). We used a pretest-intervention-posttest design with control group. The sample was made up of 110 participants, aged between 13 and 15 years, 58 of them in the experimental group and 52 in the control group. Six assessment instruments were administered before and after applying the method in order to measure the dependent variables. The method, divided into eight stages, was used in all the didactic units of the syllabus content of Natural Sciences, Social Sciences, and Language, during one academic course, and allowed the conjoint teaching of thinking skills and the syllabus content. The results of the analyses of variance indicate positive impact of the intervention, as the experimental subjects improved significantly in thinking skills and academic achievement. Some interesting reflections for research and education are derived from this study.

Probing student understanding of scientific thinking in the context of introductory astrophysics

Directory of Open Access Journals (Sweden)

Richard N. Steinberg

2009-09-01

Full Text Available Common forms of testing of student understanding of science content can be misleading about their understanding of the nature of scientific thinking. Observational astronomy integrated with related ideas of force and motion is a rich context to explore the correlation between student content knowledge and student understanding of the scientific thinking about that content. In this paper, we describe this correlation in detail with a focus on a question about the relative motion of the Sun and the Earth. We find that high achieving high school students throughout New York City struggle with what constitutes scientific justification and thought processes, but can improve these skills tremendously in an inquiry-oriented summer astronomy-physics program.

It's All in the Detail: Intentional Forgetting of Autobiographical Memories Using the Autobiographical Think/No-Think Task

Science.gov (United States)

Noreen, Saima; MacLeod, Malcolm D.

2013-01-01

Using a novel autobiographical think/no-think procedure (ATNT; a modified version of the think/no-think task), 2 studies explored the extent to which we possess executive control over autobiographical memory. In Study 1, 30 never-depressed participants generated 12 positive and 12 negative autobiographical memories. Memories associated with…

The Effects of Reflective Training on the Disposition of Critical Thinking for Nursing Students in China: A Controlled Trial

Directory of Open Access Journals (Sweden)

Caihong Zhang, Ph.D.

2017-09-01

Full Text Available Summary: Purpose: The aim of this study was to evaluate the effects of reflective trainings for nursing students on their critical thinking disposition. Methods: A total of 157 senior undergraduate nursing students sampled from Hainan Medical University in China participated in this study in 2014. They were randomly divided into experimental and control groups. The experimental group students were provided the reflective training during their entire 12-month clinical internship, whereas students in the control group were requested to keep their reflective diaries but without a formal training. Before and after the intervention, nursing students' critical thinking disposition was rated using the Chinese version of Critical Thinking Disposition Inventory (CTDI-CV. Results: Before the start of the intervention, the critical thinking disposition scores of the two groups had no significant differences. At the end of the intervention, it was found that the experimental students performed better in each subscale of CTDI-CV. These include the search for truth, open mind, analytical ability, systematic ability, critical thinking, self-confidence, curiosity, and cognitive maturity. By summing the scores of all categories, the results showed that the experimental group had a significantly higher total score than that of the control group (p ≤ .044. Evaluating the score difference in each function indicated that there was a range of improvements on the critical thinking disposition because of the reflective training intervention. Conclusion: Reflective training during the internship period improves nursing students' disposition of critical thinking and promotes their readiness for their clinical practices in the rapidly increasing demands of the healthcare field. Keywords: thinking, education, nursing, students, nursing

Case studies combined with or without concept maps improve critical thinking in hospital-based nurses: a randomized-controlled trial.

Science.gov (United States)

Huang, Yu-Chuan; Chen, Hsing-Hsia; Yeh, Mei-Ling; Chung, Yu-Chu

2012-06-01

Critical thinking (CT) is essential to the exercise of professional judgment. As nurses face increasingly complex health-care situations, critical thinking can promote appropriate clinical decision-making and improve the quality of nursing care. This study aimed to evaluate the effects of a program of case studies, alone (CS) or combined with concept maps (CSCM), on improving CT in clinical nurses. The study was a randomized controlled trial. The experimental group participated in a 16-week CSCM program, whereas the control group participated in a CS program of equal duration. A randomized-controlled trial with a multistage randomization process was used to select and to assign participants, ultimately resulting in 67 nurses in each group. Data were collected before and after the program using the California Critical Thinking Skill Test (CCTST) and the California Critical Thinking Disposition Inventory (CCTDI). After the programs, there were significant differences between the two groups in the critical thinking skills of analysis, evaluation, inference, deduction, and induction. There was also an overall significant difference, and a significant difference in the specific disposition of open-mindedness. This study supports the application of case studies combined with concept maps as a hospital-based teaching strategy to promote development of critical thinking skills and encourage dispositions for nurses. The CSCM resulted in greater improvements in all critical thinking skills of as well as the overall and open-minded affective dispositions toward critical thinking, compared with the case studies alone. An obvious improvement in the CSCM participants was the analytic skill and disposition. Further longitudinal studies and data collection from multisite evaluations in a range of geographic locales are warranted. Copyright © 2012 Elsevier Ltd. All rights reserved.

Changing a Generation's Way of Thinking: Teaching Computational Thinking through Programming

Science.gov (United States)

Buitrago Flórez, Francisco; Casallas, Rubby; Hernández, Marcela; Reyes, Alejandro; Restrepo, Silvia; Danies, Giovanna

2017-01-01

Computational thinking (CT) uses concepts that are essential to computing and information science to solve problems, design and evaluate complex systems, and understand human reasoning and behavior. This way of thinking has important implications in computer sciences as well as in almost every other field. Therefore, we contend that CT should be…

Writing Shapes Thinking: Investigative Study of Preservice Teachers Reading, Writing to Learn, and Critical Thinking

Science.gov (United States)

Sanchez, Bernice; Lewis, Katie D.

2014-01-01

Teacher Preparation Programs must work towards not only preparing preservice teachers to have knowledge of classroom pedagogy but also must expand preservice teachers understanding of content knowledge as well as to develop higher-order thinking which includes thinking critically. This mixed methods study examined how writing shapes thinking and…

Assisting at-risk community college students' acquisition of critical thinking learning strategies in human anatomy and physiology

Science.gov (United States)

Arburn, Theresa Morkovsky

1998-11-01

The purpose of this study was to investigate whether learning thinking strategies within the context of a community college course in Human Anatomy and Physiology would result in increased academic performance and the incidence of critical thinking skills. Included in the study sample were 68 community college students, many of whom would be categorized as "at-risk," who were enrolled in four sections of a Human Anatomy and Physiology class. Two of the class sections served as the experimental group and two sections served as the control group. During the course of one semester, members of the experimental group participated in the use of a student-generated questioning technique in conjunction with lecture presentations, while members of the control group did not. All students were pretested using the Learning and Study Strategies Inventory (LASSI) and the California Critical Thinking Skills Test (CCTST). Posttesting was completed using these same instruments and an end-of-course comprehensive examination. Analysis of data revealed no significant differences between the experimental and control groups with regard to their overall achievement, their ability to process information, or their demonstration of critical thinking. It was interesting to note, however, that members of the experimental group did exhibit a change in their ability to select main ideas, apply deductive reasoning, and use inference. While the use of thinking strategies within the context of the course did not effect a significant change in academic achievement or critical thinking among at-risk community college students, it should be noted that application of a non-lecture method of class participation had no negative impact on student performance. Whether more abstruse changes have occurred with regard to the acquisition of cognitive skills remains to be elucidated.

The Effects of Reflective Training on the Disposition of Critical Thinking for Nursing Students in China: A Controlled Trial.

Science.gov (United States)

Zhang, Caihong; Fan, Huiying; Xia, Jieqiong; Guo, Honghua; Jiang, Xinjun; Yan, Yane

2017-09-01

The aim of this study was to evaluate the effects of reflective trainings for nursing students on their critical thinking disposition. A total of 157 senior undergraduate nursing students sampled from Hainan Medical University in China participated in this study in 2014. They were randomly divided into experimental and control groups. The experimental group students were provided the reflective training during their entire 12-month clinical internship, whereas students in the control group were requested to keep their reflective diaries but without a formal training. Before and after the intervention, nursing students' critical thinking disposition was rated using the Chinese version of Critical Thinking Disposition Inventory (CTDI-CV). Before the start of the intervention, the critical thinking disposition scores of the two groups had no significant differences. At the end of the intervention, it was found that the experimental students performed better in each subscale of CTDI-CV. These include the search for truth, open mind, analytical ability, systematic ability, critical thinking, self-confidence, curiosity, and cognitive maturity. By summing the scores of all categories, the results showed that the experimental group had a significantly higher total score than that of the control group (p ≤ .044). Evaluating the score difference in each function indicated that there was a range of improvements on the critical thinking disposition because of the reflective training intervention. Reflective training during the internship period improves nursing students' disposition of critical thinking and promotes their readiness for their clinical practices in the rapidly increasing demands of the healthcare field. Copyright © 2017. Published by Elsevier B.V.

Raising Test Scores vs. Teaching Higher Order Thinking (HOT): Senior Science Teachers' Views on How Several Concurrent Policies Affect Classroom Practices

Science.gov (United States)

Zohar, Anat; Alboher Agmon, Vered

2018-01-01

Purpose: This study investigates how senior science teachers viewed the effects of a Raising Test Scores policy and its implementation on instruction of higher order thinking (HOT), and on teaching thinking to students with low academic achievements. Background: The study was conducted in the context of three concurrent policies advocating: (a)…

Comparison of Concept Mapping and Conventional Teaching Methods on Critical Thinking Skills of Nursing Students

Directory of Open Access Journals (Sweden)

Masoumeh Delaram

2017-06-01

Full Text Available Background and Objective: Development of critical thinking and practical skills has remained a serious and considerable challenge throughout the nursing educational system in Iran. Conventional methods of teaching such as lectures as the dominant method used in higher education system is a passive style which ignores critical thinking. Therefore, the aim of this study was to compare the effect of instruction by Concept-Mapping and conventional Method on critical thinking skills of nursing students. Materials and Methods:This quasi-experimental study was carried out on 70 nursing students of Tehran Nursing and Midwifery schoolwho were selected through convenient sampling method, then were divided randomly into the two equal Experimental and Control groups. Educational content was presented in the form of Concept-Mapping in the Experimental group and Lecture,Demonstration and Practicalexercises in the control group. Data collection included a demographic information and California Critical Thinking Skills (form B questionnairewhich was completed at the beginning and at the end of the fourth week of Instructional period. Data were analyzed using SPSS software (V: 21, descriptive and analytical Statistics; at the significant level P<0.05. Results: Before the intervention, the mean of critical thinking skill score was 9.71±2.66 in concept mapping group and 9.64 ± 2.14 in conventional group and the difference was not significant (P=0.121, but after the intervention, a significant difference was found between the intervention and conventionalgroup (15.20±2.71 vs 10.25±2.06, P=0.003. Conclusion: Using Concept mapping strategy in the education of nursing students may lead to developing critical thinking skills as one of the important missions of higher education. So it is recommended to usethis method in clinical nursing education.

How Critical Is Critical Thinking?

Science.gov (United States)

Shaw, Ryan D.

2014-01-01

Recent educational discourse is full of references to the value of critical thinking as a 21st-century skill. In music education, critical thinking has been discussed in relation to problem solving and music listening, and some researchers suggest that training in critical thinking can improve students' responses to music. But what exactly is…

Divergent thinking and constructing episodic simulations.

Science.gov (United States)

Addis, Donna Rose; Pan, Ling; Musicaro, Regina; Schacter, Daniel L

2016-01-01

Divergent thinking likely plays an important role in simulating autobiographical events. We investigated whether divergent thinking is differentially associated with the ability to construct detailed imagined future and imagined past events as opposed to recalling past events. We also examined whether age differences in divergent thinking might underlie the reduced episodic detail generated by older adults. The richness of episodic detail comprising autobiographical events in young and older adults was assessed using the Autobiographical Interview. Divergent thinking abilities were measured using the Alternative Uses Task. Divergent thinking was significantly associated with the amount of episodic detail for imagined future events. Moreover, while age was significantly associated with imagined episodic detail, this effect was strongly related to age-related changes in episodic retrieval rather than divergent thinking.

THE RELATIONSHIP BETWEEN CREATIVE THINKING AND MOTIVATION TO LEARN CREATIVE THINKING AMONG PRE-SCHOOLERS IN JORDAN

OpenAIRE

Mohammad Ahmad Abdelaziz Al-Zu'bi; Mohd Sofian Omar-Fauzee; Amrita Kaur

2017-01-01

The investigation of the level of creative thinking and motivation to learn creative thinking, and the relationship between both of them, in Jordan is still insufficient due to lack of interest and research among researchers and scholars. Therefore, this study examines the relationship between creative thinking and motivation to learn creative thinking among pre-school children in Jordan. A total of 102 students from one kindergarten was examined. Parental consent was obtained before the stud...

THINK half-way and beyond. Think Tank advising the European Commission on mid- and long-term energy policy. Mid-term Booklet June 2010 - January 2012

Energy Technology Data Exchange (ETDEWEB)

NONE

2012-02-15

The THINK project provides knowledge support to policy making by the European Commission in the context of the Strategic Energy Technology Plan. The project is organized around a multidisciplinary group of 23 experts from 14 countries covering five dimensions of energy policy: science and technology, market and network economics, regulation, law, and policy implementation. Each semester, the permanent research team based in Florence works on two reports, going through the quality process of the THINK Tank. This includes an Expert Hearing to test the robustness of the work, a discussion meeting with the Scientific Council of the THINK Tank, and a Public Consultation to test the public acceptance of different policy options by involving the broader community. After one and a half years, THINK has produced a collection of six reports addressing a number of key questions about today's EU energy policy. Most of the questions are forward-looking, trying in one way or another to analyse how Europe can achieve its ambitious energy and climate policy targets. In this respect, financial and regulatory questions are predominant in most of the reports. However, as is commonly the case in EU policy, the reports usually also address - at least implicitly - the institutional question of who should act: the EU, Member States, regulators, companies or, in the case of Smart Cities, local authorities. Altogether, the six reports constitute an interesting and up-to-date reader of some of the most pressing issues of EU energy policy.

The role of critical thinking skills and learning styles of university students in their academic performance

Directory of Open Access Journals (Sweden)

ZOHRE GHAZIVAKILI

2014-07-01

Full Text Available Introduction: The current world needs people who have a lot of different abilities such as cognition and application of different ways of thinking, research, problem solving, critical thinking skills and creativity. In addition to critical thinking, learning styles is another key factor which has an essential role in the process of problem solving. This study aimed to determine the relationship between learning styles and critical thinking of students and their academic performance in Alborz University of Medical Sciences. Methods: This cross-correlation study was performed in 2012, on 216 students of Alborz University who were selected randomly by the stratified method. The data was obtained via a three-part questionnaire included demographic data, Kolb standardized questionnaire of learning style and California critical thinking standardized questionnaire. The academic performance of the students was extracted by the school records. The validity of the instruments was determined in terms of content validity, and the reliability was gained through internal consistency methods. Cronbach's alpha coefficient was found to be 0.78 for the California critical thinking questionnaire. The Chi Square test, Independent T-test, one way ANOVA and Pearson Correlation test were used to determine relationship between variables. The Package SPSS14 statistical software was used to analyze data with a significant level of p<0.05. Results: Our findings indicated the significant difference of mean score in four learning style, suggesting university students with convergent learning style have better performance than other groups. Also learning style had a relationship with age, gender, field of study, semester and job. The results about the critical thinking of the students showed that the mean of deductive reasoning and evaluation skills were higher than that of other skills and analytical skills had the lowest mean and there was a positive significant

Localization of cortical areas activated by thinking

DEFF Research Database (Denmark)

Roland, P E; Friberg, L

1985-01-01

midtemporal cortex exclusively during jingle thinking. The intermediate and remote visual association areas, the superior occipital, posterior inferior temporal, and posterior superior parietal cortex, increased their rCBF exclusively during route-finding thinking. We observed no decreases in rCBF. All r......These experiments were undertaken to demonstrate that pure mental activity, thinking, increases the cerebral blood flow and that different types of thinking increase the regional cerebral blood flow (rCBF) in different cortical areas. As a first approach, thinking was defined as brain work...... communication with the outside world. In 50-3 thinking, the subjects started with 50 and then, in their minds only, continuously subtracted 3 from the result. In jingle thinking the subjects internally jumped every second word in a nine-word circular jingle. In route-finding thinking the subjects imagined...

Citizen Science: The Small World Initiative Improved Lecture Grades and California Critical Thinking Skills Test Scores of Nonscience Major Students at Florida Atlantic University.

Science.gov (United States)

Caruso, Joseph P; Israel, Natalie; Rowland, Kimberly; Lovelace, Matthew J; Saunders, Mary Jane

2016-03-01

Course-based undergraduate research is known to improve science, technology, engineering, and mathematics student achievement. We tested "The Small World Initiative, a Citizen-Science Project to Crowdsource Novel Antibiotic Discovery" to see if it also improved student performance and the critical thinking of non-science majors in Introductory Biology at Florida Atlantic University (a large, public, minority-dominant institution) in academic year 2014-15. California Critical Thinking Skills Test pre- and posttests were offered to both Small World Initiative (SWI) and control lab students for formative amounts of extra credit. SWI lab students earned significantly higher lecture grades than control lab students, had significantly fewer lecture grades of D+ or lower, and had significantly higher critical thinking posttest total scores than control students. Lastly, more SWI students were engaged while taking critical thinking tests. These results support the hypothesis that utilizing independent course-based undergraduate science research improves student achievement even in nonscience students.

The Halpern Critical Thinking Assessment: Towards a Dutch Appraisal of Critical Thinking

NARCIS (Netherlands)

de Bie, Hannie; Wilhelm, P.; van der Meij, Hans

2015-01-01

Critical thinking is a vital component of 21st century skills. To assess this skill, a valid and reliable instrument is needed. This study focuses on the psychometric properties of the Dutch version of the Halpern Critical Thinking Assessment (HCTA). The HCTA was administered to university students

Analytic Provenance Datasets: A Data Repository of Human Analysis Activity and Interaction Logs

OpenAIRE

Mohseni, Sina; Pachuilo, Andrew; Nirjhar, Ehsanul Haque; Linder, Rhema; Pena, Alyssa; Ragan, Eric D.

2018-01-01

We present an analytic provenance data repository that can be used to study human analysis activity, thought processes, and software interaction with visual analysis tools during exploratory data analysis. We conducted a series of user studies involving exploratory data analysis scenario with textual and cyber security data. Interactions logs, think-alouds, videos and all coded data in this study are available online for research purposes. Analysis sessions are segmented in multiple sub-task ...

Evaluating critical thinking in clinical practice.

Science.gov (United States)

Oermann, M H

1997-01-01

Although much has been written about measurement instruments for evaluating critical thinking in nursing, this article describes clinical evaluation strategies for critical thinking. Five methods are discussed: 1) observation of students in practice; 2) questions for critical thinking, including Socratic questioning; 3) conferences; 4) problem-solving strategies; and 5) written assignments. These methods provide a means of evaluating students' critical thinking within the context of clinical practice.

Resilience thinking and a decision-analytic approach to conservation: strange bedfellows or essential partners?

Science.gov (United States)

Johnson, Fred A.; Williams, Byron K.; Nichols, James D.

2013-01-01

There has been some tendency to view decision science and resilience theory as opposing approaches, or at least as contending perspectives, for natural resource management. Resilience proponents have been especially critical of optimization in decision science, at least for those cases where it is focused on the aggressive pursuit of efficiency. In general, optimization of resource systems is held to reduce spatial, temporal, or organizational heterogeneity that would otherwise limit efficiency, leading to homogenization of a system and making it less able to cope with unexpected changes or disturbances. For their part, decision analysts have been critical of resilience proponents for not providing much practical advice to decision makers. We believe a key source of tension between resilience thinking and application of decision science is the pursuit of efficiency in the latter (i.e., choosing the “best” management action or strategy option to maximize productivity of one or few resource components), vs. a desire in the former to keep options open (i.e., maintaining and enhancing diversity). It seems obvious, however, that with managed natural systems, there must be a principle by which to guide decision making, which at a minimumallows for a comparison of projected outcomes associated with decision alternatives. This is true even if the primary concern of decision making is the preservation of system resilience. We describe how a careful framing of conservation problems, especially in terms of management objectives and predictive models, can help reduce the purported tension between resiliencethinking and decision analysis. In particular, objective setting in conservation problems needs to be more attuned to the dynamics of ecological systems and to the possibility of deep uncertainties that underlie the risk of unintended, if not irreversible, outcomes. Resilience thinking also leads to the suggestion that model development should focus more on process

Effects of Motor Skill Intervention on Gross Motor Development, Creative Thinking and Academic Performance in Preschool Children

Directory of Open Access Journals (Sweden)

Judith Jiménez Díaz

2010-08-01

Full Text Available The purpose of this study was to investigate how students (mean= 6.08±0.5 years benefit from a physical education program in motor performance, creative thinking and academic achievement. Students (n = 39 were randomly assigned to comparison group (6 boys and 7 girls who received the regular preschool program (which includes 1 session of 30 minutes per week; intervention group 1 (6 boys and 7 girls who received the regular preschool program plus 1 session of 30 minutes per week of the intervention program; or intervention group 2 (6 boys and 7 girls, who received the regular preschool program plus 1 session of 60 minutes per week of the intervention program; during 8 weeks. All participants performed the Test of Gross Motor Development (TGMD-2 and the Torrance Test of Creative Thinking (TTCT before and after the study. The academic achievement score was given by the school. The ANOVA (Group x Gender x Time pre and post analysis revealed a significant triple interaction in the object control. Significant double interactions in the locomotor subscale and in the gross motor quotient were also found. After the post-hoc analysis, the results suggest that the physical education program benefits the gross motor performance and did not have an effect on the creative thinking or on the academic achievement.

Development and validation of climate change system thinking instrument (CCSTI) for measuring system thinking on climate change content

Science.gov (United States)

Meilinda; Rustaman, N. Y.; Firman, H.; Tjasyono, B.

2018-05-01

The Climate Change System Thinking Instrument (CCSTI) is developed to measure a system thinking ability in the concept of climate change. CCSTI is developed in four phase’s development including instrument draft development, validation and evaluation including readable material test, expert validation, and field test. The result of field test is analyzed by looking at the readability score in Cronbach’s alpha test. Draft instrument is tested on college students majoring in Biology Education, Physics Education, and Chemistry Education randomly with a total number of 80 college students. Score of Content Validation Index at 0.86, which means that the CCSTI developed are categorized as very appropriate with question indicators and Cronbach’s alpha about 0.605 which mean categorized undesirable to minimal acceptable. From 45 questions of system thinking, there are 37 valid questions spread in four indicators of system thinking, which are system thinking phase I (pre-requirement), system thinking phase II (basic), system thinking phase III (intermediate), and system thinking phase IV (coherent expert).

The effect of reflective writing interventions on the critical thinking skills and dispositions of baccalaureate nursing students.

Science.gov (United States)

Naber, Jessica; Wyatt, Tami H

2014-01-01

The importance of critical thinking is well-documented by the American Association of Colleges of Nursing and the National League for Nursing. Reflective writing is often used to increase understanding and analytical ability. The lack of empirical evidence about the effect of reflective writing interventions on critical thinking supports the examination of this concept. Study objectives were: This study used an experimental, pretest-posttest design. The setting was two schools of nursing at universities in the southern United States. The convenience sample included 70 fourth-semester students in baccalaureate nursing programs. Randomly assigned control and experimental groups completed the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Dispositions Inventory Test (CCTDI). The experimental group completed six reflective writing assignments. Both groups completed the two tests again. Results showed that the experimental group had a significant increase (p=0.03) on the truthseeking subscale of the CCTDI when compared to the control group. The experimental group's scores increased on four CCTST subscales and were higher than the control group's on three CCTST subscales. The results of this study make it imperative for nursing schools to consider including reflective writing-especially assignments based on Paul's (1993) model-in nursing courses. If future studies, testing over longer periods of time, show significant increases in critical thinking, those interventions could be incorporated into nursing curriculum and change the way nurse educators evaluate students. Copyright © 2013 Elsevier Ltd. All rights reserved.

Is experiential-intuitive cognitive style more inclined to err on conjunction fallacy than analytical-rational cognitive style?

Science.gov (United States)

Lu, Yong

2015-01-01

In terms of prediction by Epstein's integrative theory of personality, cognitive-experiential self-theory (CEST), those people with experiential-intuitive cognitive style are more inclined to induce errors than the other people with analytical-rational cognitive style in the conjunction fallacy (two events that can occur together are seen as more likely than at least one of the two events). We tested this prediction in a revised Linda problem. The results revealed that rational and experiential cognitive styles do not statistically influence the propensity for committing the conjunction fallacy, which is contrary to the CEST's predictions. Based on the assumption that the rational vs. experiential processing is a personality trait with comparatively stabile specialities, these findings preliminarily indicate that those people who are characterized by "rational thinking" are not more inclined to use Bayes' deduction than the other people who are labeled by "intuitive thinking" or by "poor thinking."

Critical thinking: Not all that critical

Directory of Open Access Journals (Sweden)

Bruce Dietrick Price

2016-09-01

Full Text Available Critical Thinking basically says to be suspicious of everything, except the fad known as Critical Thinking. It is perhaps best understood as a new and watered-down version of an earlier fad called Deconstruction. That was just a fancy word for debunking. After you strip away all the high-minded rhetoric, Critical Thinking is typically used to tell students that they should not trust conventional wisdom, tradition, religion, parents, and all that irrelevant, old-fashioned stuff. Critical Thinking, somewhat surprisingly, also turns out to be highly contemptuous of facts and knowledge. The formulation in public schools goes like this: children must learn how to think, not what to think. WHAT is, of course, all the academic content and scholarly knowledge that schools used to teach.

Relations between Goals, Self-Efficacy, Critical Thinking and Deep Processing Strategies: A Path Analysis

Science.gov (United States)

Phan, Huy Phuong

2009-01-01

Research exploring students' academic learning has recently amalgamated different motivational theories within one conceptual framework. The inclusion of achievement goals, self-efficacy, deep processing and critical thinking has been cited in a number of studies. This article discusses two empirical studies that examined these four theoretical…

The Prototype Development of Creative Thinking Skills Model’s Book

Directory of Open Access Journals (Sweden)

Agustiana I Gusti Ayu Tri

2018-01-01

Full Text Available Model of book is an important part of the research process in developing creative thinking skills. Considering the importance of creative thinking skills, it is necessary to attempt developing such skills in the learning process by applying an appropriate and effective model. This research will develop the components of learning model that includes theoretical rationale, syntax, social systems, reaction principle, support systems, and the impact instructional companion. Learning model of science is developed with syntax orientation, excavation creative ideas, research, elaboration, presenting the results of the work, evaluation, and implementation (OPPEMEI with indicators of creative thinking skills fluency, flexibility, originality, elaboration and evaluation. To achieve the goals, it should need a couple of steps, namely (1 analyzing and providing a rational basis to support the development of learning model for creative thinking skills. (2 analyzing and constructing the theories that support the development of the model. Some synthesis theories for reviews are a constructivism theory, creative thinking theories, a motivation theory, a theory of Vygotsky (the theory of socio-cultural and cognitive theory, (3 Analyzing the flow of thought decrease hypothetical OPPEMEI Model, (4 providing guidelines for the implementation of learning using OPPEMEI learning model, (5 conducting Focus Group Discussions (FGDs and (6 Revisions. Validity is assessed by expert judges in terms of content validity and construct validity. The construct validity includes the logic of stage model (syntax and the support of relevant theory at each stage. Validation of the content reflects the state of the art or the strength of the device and the content materials are assessed based on the conformity with the applicable curriculum. The learning model is stated valid, if the expert judges and practical say that the model is developed based on strong and latest theoretical

Normality in Analytical Psychology

Science.gov (United States)

Myers, Steve

2013-01-01

Although C.G. Jung’s interest in normality wavered throughout his career, it was one of the areas he identified in later life as worthy of further research. He began his career using a definition of normality which would have been the target of Foucault’s criticism, had Foucault chosen to review Jung’s work. However, Jung then evolved his thinking to a standpoint that was more aligned to Foucault’s own. Thereafter, the post Jungian concept of normality has remained relatively undeveloped by comparison with psychoanalysis and mainstream psychology. Jung’s disjecta membra on the subject suggest that, in contemporary analytical psychology, too much focus is placed on the process of individuation to the neglect of applications that consider collective processes. Also, there is potential for useful research and development into the nature of conflict between individuals and societies, and how normal people typically develop in relation to the spectrum between individuation and collectivity. PMID:25379262

Normality in Analytical Psychology

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Steve Myers

2013-11-01

Full Text Available Although C.G. Jung’s interest in normality wavered throughout his career, it was one of the areas he identified in later life as worthy of further research. He began his career using a definition of normality which would have been the target of Foucault’s criticism, had Foucault chosen to review Jung’s work. However, Jung then evolved his thinking to a standpoint that was more aligned to Foucault’s own. Thereafter, the post Jungian concept of normality has remained relatively undeveloped by comparison with psychoanalysis and mainstream psychology. Jung’s disjecta membra on the subject suggest that, in contemporary analytical psychology, too much focus is placed on the process of individuation to the neglect of applications that consider collective processes. Also, there is potential for useful research and development into the nature of conflict between individuals and societies, and how normal people typically develop in relation to the spectrum between individuation and collectivity.

Responsibility and Integrated Thinking

OpenAIRE

Robinson, SJ

2014-01-01

Integrated thinking is essentially focused in dialogue and communication. This is partly because relationships and related purpose focus on action, which itself acts as a means of integration, and partly because critical dialogue enables better, more responsive, integrated thinking and action.

The Politics of Think Tanks in Europe

DEFF Research Database (Denmark)

Kelstrup, Jesper Dahl

consequences in the United Kingdom, Germany, Denmark and at the EU-level. A Continental think tank tradition in which the state plays a pivotal role and an Anglo-American tradition which facilitates interaction in public policy on market-like terms have shaped the development of think tanks. On the basis......In the 21st century, think tanks have become more than a buzzword in European public discourse. They now play important roles in the policy-making process by providing applied research, building networks and advocating policies. The book studies the development of think tanks and contemporary...... of a typology of think tanks, quantitative data and interviews with think tank practitioners, the interplay between state and market dynamics and the development of different types of think tanks is analysed. Although think tanks develop along different institutional trajectories, it is concluded that the Anglo...

Critical Thinking: Rationality, and the Vulcanization of Students.

Science.gov (United States)

Walters, Kerry S.

1990-01-01

Although critical thinking has become a pedagogical industry, its endorsement by educators is uncritical. The conventional critical thinking model assumes that only logical thinking is good thinking. However, good thinking also includes rational but nonlogical cognitive functions. To ignore them is to train students in only one aspect of thinking.…

Thinking in Clinical Nursing Practice: A Study of Critical Care Nurses' Thinking Applying the Think-Aloud, Protocol Analysis Method

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Kyung-Ja Han, RN, PhD

2007-06-01

Conclusion: This study specifies the initial categories of thoughts for each of the processes and various patterns with which these processes are sequentially combined, providing insights into the ways nurses think about problems and address their concerns. The findings suggest that the thinking in clinical practice involves more than focused decision-making and reasoning, and needs to be examined from a broader perspective.

Data Analytics in CRM Processes: A Literature Review

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Gončarovs Pāvels

2017-12-01

Full Text Available Nowadays, the data scarcity problem has been supplanted by the data deluge problem. Marketers and Customer Relationship Management (CRM specialists have access to rich data on consumer behaviour. The current challenge is effective utilisation of these data in CRM processes and selection of appropriate data analytics techniques. Data analytics techniques help find hidden patterns in data. The present paper explores the characteristics of data analytics as the integrated tool in CRM for sales managers. The paper aims at analysing some of the different analytics methods and tools which can be used for continuous improvement of CRM processes. A systematic literature has been conducted to achieve this goal. The results of the review highlight the most frequently considered CRM processes in the context of data analytics.

Self-assessment, reflection on practice and critical thinking in nursing students.

Science.gov (United States)

Siles-González, José; Solano-Ruiz, Carmen

2016-10-01

In accordance with the principles of the European Higher Education Area, the aim of this study was to contribute to the implementation of self-assessment through the application of reflection on learning and critical thinking. The theoretical framework employed was Habermas's critical theory and emancipatory interest as a preliminary step to generate educational transformations. The methodological contribution is the design a student self-assessment document that promotes reflection on action and critical thinking. The development of assessment through peer evaluation and other intermediate solutions until achieving self-assessment entails a shift in the educational and scientific paradigm, but also involves the implementation in practice of democratic and ethical principles, values and premises in society. Self-assessment is a novel concept for students, and obliges them to reinterpret their role. Due to the diversity of students' principles, values, motivations, interests and aspirations, this reinterpretation of their role can have a positive outcome, stimulating an active and critical attitude towards group work and self-assessment; or, on the contrary, can generate a stance characterised by disinterest, passivity and lack of critical thinking. The forms of assessment adopted in a given educational system reflect ways of thinking related to ideologies, values, ethical principles and educational paradigms: in order to render implementation of effective self-assessment feasible, it is necessary to undertake structural and regulatory reforms. Students have little experience of reflection on practice or critical thinking. Massification and cultural and structural factors determine the form of assessment. In this context, it would seem advisable to move towards self-assessment gradually and cautiously. Copyright © 2016 Elsevier Ltd. All rights reserved.

Computational red teaming risk analytics of big-data-to-decisions intelligent systems

CERN Document Server

Abbass, Hussein A

2015-01-01

Written to bridge the information needs of management and computational scientists, this book presents the first comprehensive treatment of Computational Red Teaming (CRT).  The author describes an analytics environment that blends human reasoning and computational modeling to design risk-aware and evidence-based smart decision making systems. He presents the Shadow CRT Machine, which shadows the operations of an actual system to think with decision makers, challenge threats, and design remedies. This is the first book to generalize red teaming (RT) outside the military and security domains and it offers coverage of RT principles, practical and ethical guidelines. The author utilizes Gilbert’s principles for introducing a science. Simplicity: where the book follows a special style to make it accessible to a wide range of  readers. Coherence:  where only necessary elements from experimentation, optimization, simulation, data mining, big data, cognitive information processing, and system thinking are blend...

Critical Thinking and Education in College of Technology