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.

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...

The Relationship between Higher Order Thinking Skills and Academic Performance of Student in Mathematics Instruction

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Tanujaya, Benidiktus; Mumu, Jeinne; Margono, Gaguk

2017-01-01

Higher order thinking skills (HOTS) is one of important aspects in education. Students with high level of higher order thinking skills tend to be more successful. However, do this phenomenon also happen in the learning of Mathematics? To answer this question, this research aims to study the relationship between HOTS and students' academic…

Teaching Higher Order Thinking in the Introductory MIS Course: A Model-Directed Approach

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Wang, Shouhong; Wang, Hai

2011-01-01

One vision of education evolution is to change the modes of thinking of students. Critical thinking, design thinking, and system thinking are higher order thinking paradigms that are specifically pertinent to business education. A model-directed approach to teaching and learning higher order thinking is proposed. An example of application of the…

Enhancing Higher Order Thinking Skills through Clinical Simulation

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Varutharaju, Elengovan; Ratnavadivel, Nagendralingan

2014-01-01

Purpose: The study aimed to explore, describe and analyse the design and implementation of clinical simulation as a pedagogical tool in bridging the deficiency of higher order thinking skills among para-medical students, and to make recommendations on incorporating clinical simulation as a pedagogical tool to enhance thinking skills and align the…

Toward an Understanding of Higher-Order Thinking among Minority Students.

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Armour-Thomas, Eleanor; And Others

1992-01-01

Used principal-factors extraction with varimax rotation analysis to clarify nature and function of higher-order thinking among minority high school students (n=107) from economically disadvantaged backgrounds. Results allowed for specification of mental processes associated with the construct and the extent to which students reported awareness and…

The influence of discovery learning model application to the higher order thinking skills student of Srijaya Negara Senior High School Palembang on the animal kingdom subject matter

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Riandari, F.; Susanti, R.; Suratmi

2018-05-01

This study aimed to find out the information in concerning the influence of discovery learning model application to the higher order thinking skills at the tenth grade students of Srijaya Negara senior high school Palembang on the animal kingdom subject matter. The research method used was pre-experimental with one-group pretest-posttest design. The researchconducted at Srijaya Negara senior high school Palembang academic year 2016/2017. The population sample of this research was tenth grade students of natural science 2. Purposive sampling techniquewas applied in this research. Data was collected by(1) the written test, consist of pretest to determine the initial ability and posttest to determine higher order thinking skills of students after learning by using discovery learning models. (2) Questionnaire sheet, aimed to investigate the response of the students during the learning process by using discovery learning models. The t-test result indicated there was significant increasement of higher order thinking skills students. Thus, it can be concluded that the application of discovery learning modelhad a significant effect and increased to higher order thinking skills students of Srijaya Negara senior high school Palembang on the animal kingdom subject matter.

The role of formative feedback in promoting higher order thinking ...

African Journals Online (AJOL)

The role of formative feedback in promoting higher order thinking skills in ... activities, task characteristics, validating students' thinking, and providing feedback. ... Keywords: classroom environment, formative assessment, formative feedback, ...

In-Service Teacher Education: Asking Questions for Higher Order Thinking in Visual Literacy

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Moodley, Visvaganthie

2013-01-01

The kinds of questions teachers ask may thwart or promote learner high-order thinking; teachers themselves must have expertise in questioning skills to promote higher order cognition among learners. Drawing on experiential knowledge of assessment, and as an English-teaching professional development programme (PDP) facilitator, I demonstrate that…

Development of Open-Ended Problems for Measuring The Higher-Order-Thinking-Skills of High School Students on Global Warming Phenomenon

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Fianti; Najwa, F. L.; Linuwih, S.

2017-04-01

Higher-order-thinking-skills can not be developed directly, except by training which is employing open-ended problems for measuring and developing critics, creativeness, and problem-solving thinking-skills of students. This study is a research and development producing open-ended problems. The purpose of this study is to measure the properness and effectiveness of the developed product and to observe the profile of higher-order-thinking-skills of students on global warming phenomenon. The result of properness test of open-ended problems according to the experts is 92,59% on the first stage and 97,53% on the second stage, so we can assume that the product isvery proper. The result of effectiveness test shows the coefficient of correlation between student’s midterm test scores and open-ended questions is 0,634 which is in the category of strong. Higher-order-thinking-skills of SMA Negeri 1 Salatiga students is in the category of good with the average achievement scores 61,28.

Thinking Science: A Way to Change Teacher Practice in Order to Raise Students' Ability to Think

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Hueppauff, Sonia

2016-01-01

This article describes key facets of the Cognitive Acceleration through Science Education (CASE), a curriculum that emerged in the United Kingdom, enabling teachers to accelerate the process of cognitive development so that more students could attain the higher-order thinking skills (formal operational thinking) required (Lecky, 2012). CASE, also…

Higher Order Thinking Skills among Secondary School Students in Science Learning

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Saido, Gulistan Mohammed; Siraj, Saedah; Bin Nordin, Abu Bakar; Al Amedy, Omed Saadallah

2015-01-01

A central goal of science education is to help students to develop their higher order thinking skills to enable them to face the challenges of daily life. Enhancing students' higher order thinking skills is the main goal of the Kurdish Science Curriculum in the Iraqi-Kurdistan region. This study aimed at assessing 7th grade students' higher order…

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

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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.

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

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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.

The instruments of higher order thinking skills

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Ahmad, S.; Prahmana, R. C. I.; Kenedi, A. K.; Helsa, Y.; Arianil, Y.; Zainil, M.

2017-12-01

This research developed the standard of instrument for measuring the High Order Thinking Skill (HOTS) ability of PGSD students. The research method used is development research with eight steps namely theoretical studies, operational definition, designation construct, dimensions and indicators, the preparation of the lattice, the preparation of grain, an analysis of legibility and Social desirability, field trials, and data analysis. In accordance with the type of data to be obtained in this study, the research instrument using validation sheet, implementation observation, and questionnaire. The results show that the instruments are valid and feasible to be used by expert and have been tested on PGSD students with 60% of PGSD students with low categorization.

High Level Thinking and Questioning Strategies. Research Brief

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Burton, Ella

2010-01-01

Higher-order thinking is an instructional strategy supported by research. Often referred to as critical thinking skills, it is more than simple recall of facts or information. It is a function of the interaction between cognitive strategies, meta-cognition, and nonstrategic knowledge when solving problems. Higher-order thinking is based on the…

Optimizing students’ scientific communication skills through higher order thinking virtual laboratory (HOTVL)

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Sapriadil, S.; Setiawan, A.; Suhandi, A.; Malik, A.; Safitri, D.; Lisdiani, S. A. S.; Hermita, N.

2018-05-01

Communication skill is one skill that is very needed in this 21st century. Preparing and teaching this skill in teaching physics is relatively important. The focus of this research is to optimizing of students’ scientific communication skills after the applied higher order thinking virtual laboratory (HOTVL) on topic electric circuit. This research then employed experimental study particularly posttest-only control group design. The subject in this research involved thirty senior high school students which were taken using purposive sampling. A sample of seventy (70) students participated in the research. An equivalent number of thirty five (35) students were assigned to the control and experimental group. The results of this study found that students using higher order thinking virtual laboratory (HOTVL) in laboratory activities had higher scientific communication skills than students who used the verification virtual lab.

Efforts to Improve Mathematics Teacher Competency Through Training Program on Design Olympiad Mathematics Problems Based on Higher Order Thinking Skills in The Junior High School

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Arnellis, A.; Jamaan, E. Z.; Amalita, N.

2018-04-01

The goal to analyse a improvement of teacher competence after being trained in preparing high-order math olympicad based on high order thinking skills in junior high school teachers in Pesisir Selatan Regency. The sample of these activities are teachers at the MGMP junior high school in Pesisir Selatan District. Evaluation of the implementation is done by giving a pre test and post test, which will measure the success rate of the implementation of this activities. The existence of the devotion activities is expected to understand the enrichment of mathematics olympiad material and training in the preparation of math olympiad questions for the teachers of South Pesisir district junior high school, motivating and raising the interest of the participants in order to follow the mathematics olympiad with the enrichment of mathematics materials and the training of problem solving about mathematics olympiad for junior high school teachers, the participants gain experience and gain insight, as well as the ins and outs of junior mathematics olympiad and implement to teachers and students in olympic competitions. The result of that the post-test is better than the result of pretest in the training of mathematics teacher competence improvement in composing the mathematics olympiad problem based on high order thinking skills of junior high school (SMP) in Pesisir Selatan District, West Sumatra, Indonesia.

Critical thinking skills profile of senior high school students in Biology learning

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Saputri, A. C.; Sajidan; Rinanto, Y.

2018-04-01

Critical thinking is an important and necessary skill to confront the challenges of the 21st century. Critical thinking skills accommodate activities that can improve high-order thinking skills. This study aims to determine senior high school students' critical thinking skills in Biology learning. This research is descriptive research using instruments developed based on the core aspects of critical thinking skills according to Facione which include interpretation, analysis, evaluation, explanation, conclusion, and self-regulation. The subjects in this study were 297 students in grade 12 of a senior high school in Surakarta selected through purposive sampling technique. The results of this study showed that the students' critical thinking skills on evaluation and self-regulation are in good criterion with 78% and 66% acquisition while 52% interpretation, 56% analysis, 52% conclusion and 42% explanation indicate sufficient criteria. The conclusion from this research is that critical thinking skill of the students still was in enough category, so that needed a way to enhance it on some indicators.

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…

Computer-Mediated Assessment of Higher-Order Thinking Development

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Tilchin, Oleg; Raiyn, Jamal

2015-01-01

Solving complicated problems in a contemporary knowledge-based society requires higher-order thinking (HOT). The most productive way to encourage development of HOT in students is through use of the Problem-based Learning (PBL) model. This model organizes learning by solving corresponding problems relative to study courses. Students are directed…

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…

Developing Higher-Order Thinking Skills through WebQuests

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Polly, Drew; Ausband, Leigh

2009-01-01

In this study, 32 teachers participated in a year-long professional development project related to technology integration in which they designed and implemented a WebQuest. This paper describes the extent to which higher-order thinking skills (HOTS) and levels of technology implementation (LoTI) occur in the WebQuests that participants designed.…

Higher order thinking skills competencies required by outcomes-based education from learners

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MM Chabeli

2006-09-01

Full Text Available Outcomes-Based Education (OBE brought about a significant paradigm shift in the education and training of learners in South Africa. OBE requires a shift from focusing on the teacher input (instruction offerings or syllabuses expressed in terms of content, to focusing on learner outcomes. OBE is moving away from ‘transmission’ models to constructivistic, learner-centered models that put emphasis on learning as an active process (Nieburh, 1996:30. Teachers act as facilitators and mediators of learning (Norms and Standards, Government Gazette vol 415, no 20844 of 2000. Facilitators are responsible to create the environment that is conducive for learners to construct their own knowledge, skills and values through interaction (Peters, 2000. The first critical cross-field outcome accepted by the South African Qualification Framework (SAQA is that learners should be able to identify and solve problems by using critical and creative thinking skills. This paper seeks to explore some higher order thinking skills competencies required by OBE from learners such as critical thinking, reflective thinking, creative thinking, dialogic / dialectic thinking, decision making, problem solving and emotional intelligence and their implications in facilitating teaching and learning from the theoretical perspective. The philosophical underpinning of these higher order thinking skills is described to give direction to the study. It is recommended that a study focusing on the assessment of these intellectual concepts be made. The study may be qualitative, quantitative or mixed methods in nature (Creswell 2005.

Higher order thinking skills competencies required by outcomes-based education from learners.

Science.gov (United States)

Chabeli, M M

2006-08-01

Outcomes-Based Education (OBE) brought about a significant paradigm shift in the education and training of learners in South Africa. OBE requires a shift from focusing on the teacher input (instruction offerings or syllabuses expressed in terms of content), to focusing on learner outcomes. OBE is moving away from 'transmission' models to constructivistic, learner-centered models that put emphasis on learning as an active process (Nieburh, 1996:30). Teachers act as facilitators and mediators of learning (Norms and Standards, Government Gazette vol 415, no 20844 of 2000). Facilitators are responsible to create the environment that is conducive for learners to construct their own knowledge, skills and values through interaction (Peters, 2000). The first critical cross-field outcome accepted by the South African Qualification Framework (SAQA) is that learners should be able to identify and solve problems by using critical and creative thinking skills. This paper seeks to explore some higher order thinking skills competencies required by OBE from learners such as critical thinking, reflective thinking, creative thinking, dialogic / dialectic thinking, decision making, problem solving and emotional intelligence and their implications in facilitating teaching and learning from the theoretical perspective. The philosophical underpinning of these higher order thinking skills is described to give direction to the study. It is recommended that a study focusing on the assessment of these intellectual concepts be made. The study may be qualitative, quantitative or mixed methods in nature (Creswell 2005).

Alignment of learning objectives and assessments in therapeutics courses to foster higher-order thinking.

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FitzPatrick, Beverly; Hawboldt, John; Doyle, Daniel; Genge, Terri

2015-02-17

To determine whether national educational outcomes, course objectives, and classroom assessments for 2 therapeutics courses were aligned for curricular content and cognitive processes, and if they included higher-order thinking. Document analysis and student focus groups were used. Outcomes, objectives, and assessment tasks were matched for specific therapeutics content and cognitive processes. Anderson and Krathwohl's Taxonomy was used to define higher-order thinking. Students discussed whether assessments tested objectives and described their thinking when responding to assessments. There were 7 outcomes, 31 objectives, and 412 assessment tasks. The alignment for content and cognitive processes was not satisfactory. Twelve students participated in the focus groups. Students thought more short-answer questions than multiple choice questions matched the objectives for content and required higher-order thinking. The alignment analysis provided data that could be used to reveal and strengthen the enacted curriculum and improve student learning.

A Curriculum Development for the Enhancement of Learning Management Performances Emphasizing Higher Order Thinking Skills for Lower Secondary Science Teachers

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Saksit Seeluangpetch

2016-12-01

Full Text Available This study aimed at 1 investigating the problems and needs for the enhancement of learning management performances emphasizing the higher order thinking skills for lower secondary Science teachers, 2 developing an effective curriculum to enhance the learning management performances which emphasized the higher order thinking skills for lower secondary Science teachers, and 3 studying the effects of using the curriculum developed for the enhancement of learning management performances emphasizing the higher order thinking skills for lower secondary Science teachers. The research was conducted in 4 phases. Phase 1 of the research was the study of fundamental information regarding problems and needs for the enhancement of learning management performances emphasizing the higher order thinking skills for lower secondary Science teachers. It was carried out by studying the related literature and exploring the needs. The instrument used in Phase 1 study was the needs assessment. The statistics used for data analysis were mean ( , percentage (%, and standard deviation (S.D.. The result of the study revealed that the Science teachers’ prior knowledge was at low level and the need to enhance their performances was at high level. The development of the curriculum was carried out in Phase 2 of the study. The curriculum was constructed and developed in order to enhance the learning management performances which emphasized the higher order thinking skills. The instrument used was the appropriateness the assessment of the curriculum framework. Mean ( , percentage (%, and standard deviation (S.D. were used to analyze the data. The result of the assessment showed that the overall appropriateness of the curriculum was at high level. The main components of the curriculum comprised of curriculum’s problem and necessity, rationale, objective, structure, training activity, training media, training duration, and evaluation and assessment. The curriculum trial was

STUDY CREATIVE THINKING OF STUDENTS OF PEDAGOGICAL HIGH SCHOOL

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Diana Valerievna Zhuina

2015-05-01

Full Text Available Purpose of conduct theoretical and methodological analysis of the problem of creative thinking subjects of the educational environment; generalization of the results of an empirical study of creative thinking of students of pedagogical high school; formulation of conclusions and recommendations based on the results of empirical research.Methodology of work in the article used the following me-thods of psycho-pedagogical studies: theoretical analysis of psychological and pedagogical literature on research; empirical methods, «Torrance Test of creativity»; quantitative method of data processing (percent.Results for Beginning Students (1st and 2nd pedagogical university have a level of creativity lower than normal. Du-ring training, under the influence of modern psychological and pedagogical technologies, through participation in research and training activities of a creative nature (competitions, contests and so on. Level of creativity senior students increases. However, you need a specially organized system of work aimed at improving the efficiency of the learning process at the university, to develop the necessary professional competencies of students (including the development of creative thinking, contributing to the formation of highly qualified professionals in demand in the labor market.Practical implications of the study results have both theoretical and practical focus is to enhance the knowledge about the features of creative thinking of students about the factors and conditions of development of creative thinking techniques in the teaching process at the university. In addition, the results of empirical research, you can use a high school teacher, se-condary vocational institutions in order to organize educatio-nal activities aimed at improving the creative (creative thin-king subjects of education.

A Comparison of Higher-Order Thinking between the Common Core State Standards and the 2009 New Jersey Content Standards in High School

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Sforza, Dario; Tienken, Christopher H.; Kim, Eunyoung

2016-01-01

The creators and supporters of the Common Core State Standards claim that the Standards require greater emphasis on higher-order thinking than previous state standards in mathematics and English language arts. We used a qualitative case study design with content analysis methods to test the claim. We compared the levels of thinking required by the…

In-service teacher education: asking questions for higher order thinking in visual literacy

Directory of Open Access Journals (Sweden)

Visvaganthie Moodley

2013-01-01

Full Text Available The kinds of questions teachers ask may thwart or promote learner high-order thinking; teachers themselves must have expertise in questioning skills to promote higher order cognition among learners. Drawing on experiential knowledge of assessment, and as an English-teaching professional development programme (PDP facilitator, I demonstrate that within the framework of a carefully structured subject-specific PDP, teachers can be taught how to enhance thinking skills in the English visual literacy (VL learning classroom. Guided by an earlier taxonomy of cognition, and using qualitative methodology, the paper analyses data obtained from: (i observation notes and examination equivalents of 40 teachers from various public schools in Gauteng who were engaged in the Advanced Certificate in Education (ACE, English specialization programme; and (ii a case study of three teachers by means of semi-structured interviews, and a study of their lesson plans and worksheets.The paper examines, specifically, teachers' choice of texts and questions asked, for English second-language learners for the teaching of VL. It concludes by suggesting that if teachers themselves are first engaged in the cognitive processes they wish learners to acquire, they are better positioned to promote higher order among their learners.

Developing Learning Model Based on Local Culture and Instrument for Mathematical Higher Order Thinking Ability

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Saragih, Sahat; Napitupulu, E. Elvis; Fauzi, Amin

2017-01-01

This research aims to develop a student-centered learning model based on local culture and instrument of mathematical higher order thinking of junior high school students in the frame of the 2013-Curriculum in North Sumatra, Indonesia. The subjects of the research are seventh graders which are taken proportionally random consisted of three public…

Engaging adolescents with LD in higher order thinking about history concepts using integrated content enhancement routines.

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Bulgren, Janis; Deshler, Donald D; Lenz, B Keith

2007-01-01

The understanding and use of historical concepts specified in national history standards pose many challenges to students. These challenges include both the acquisition of content knowledge and the use of that knowledge in ways that require higher order thinking. All students, including adolescents with learning disabilities (LD), are expected to understand and use concepts of history to pass high-stakes assessments and to participate meaningfully in a democratic society. This article describes Content Enhancement Routines (CERs) to illustrate instructional planning, teaching, and assessing for higher order thinking with examples from an American history unit. Research on the individual components of Content Enhancement Routines will be illustrated with data from 1 of the routines. The potential use of integrated sets of materials and procedures across grade levels and content areas will be discussed.

Student's Perceived Level and Teachers' Teaching Strategies of Higher Order Thinking Skills: A Study on Higher Educational Institutions in Thailand

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Shukla, Divya; Dungsungnoen, Aj Pattaradanai

2016-01-01

Higher order thinking skills (HOTS) has portrayed immense industry demand and the major goal of educational institution in imparting education is to inculcate higher order thinking skills. This compiles and mandate the institutions and instructor to develop the higher order thinking skills among students in order to prepare them for effective…

The Application of Problem-Based Learning Strategy to Increase High Order Thinking Skills of Senior Vocational School Students

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Suprapto, Edy; Fahrizal; Priyono; Basri, K.

2017-01-01

This research is to apply and develop a strategy of problem-based learning to increase the ability of higher order thinking skills of senior vocational schools students. The research was done due to a fact that the quality of outputs of the senior vocational schools has not met the competency needed by the stakeholders in the field, that has made…

Engineering the path to higher-order thinking in elementary education: A problem-based learning approach for STEM integration

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Rehmat, Abeera Parvaiz

As we progress into the 21st century, higher-order thinking skills and achievement in science and math are essential to meet the educational requirement of STEM careers. Educators need to think of innovative ways to engage and prepare students for current and future challenges while cultivating an interest among students in STEM disciplines. An instructional pedagogy that can capture students' attention, support interdisciplinary STEM practices, and foster higher-order thinking skills is problem-based learning. Problem-based learning embedded in the social constructivist view of teaching and learning (Savery & Duffy, 1995) promotes self-regulated learning that is enhanced through exploration, cooperative social activity, and discourse (Fosnot, 1996). This quasi-experimental mixed methods study was conducted with 98 fourth grade students. The study utilized STEM content assessments, a standardized critical thinking test, STEM attitude survey, PBL questionnaire, and field notes from classroom observations to investigate the impact of problem-based learning on students' content knowledge, critical thinking, and their attitude towards STEM. Subsequently, it explored students' experiences of STEM integration in a PBL environment. The quantitative results revealed a significant difference between groups in regards to their content knowledge, critical thinking skills, and STEM attitude. From the qualitative results, three themes emerged: learning approaches, increased interaction, and design and engineering implementation. From the overall data set, students described the PBL environment to be highly interactive that prompted them to employ multiple approaches, including design and engineering to solve the problem.

Developing Instructional Design to Improve Mathematical Higher Order Thinking Skills of Students

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Apino, E.; Retnawati, H.

2017-02-01

This study aimed to describe the instructional design to improve the Higher Order Thinking Skills (HOTS) of students in learning mathematics. This research is design research involving teachers and students of class X MIPA 1 MAN Yigyakarta III, Special Region of Yogyakarta, Indonesia. Data collected through focus group discussions and tests. Data analyzed by quantitative descriptive. The results showed that the instructional design developed is effective to improving students’ HOTS in learning mathematics. Instructional design developed generally include three main components: (1) involve students in the activities non-routine problem solving; (2) facilitating students to develop the ability to analyze and evaluate (critical thinking) and the ability to create (creative thinking); and (3) encourage students to construct their own knowledge.

Simulated and Virtual Science Laboratory Experiments: Improving Critical Thinking and Higher-Order Learning Skills

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Simon, Nicole A.

Virtual laboratory experiments using interactive computer simulations are not being employed as viable alternatives to laboratory science curriculum at extensive enough rates within higher education. Rote traditional lab experiments are currently the norm and are not addressing inquiry, Critical Thinking, and cognition throughout the laboratory experience, linking with educational technologies (Pyatt & Sims, 2007; 2011; Trundle & Bell, 2010). A causal-comparative quantitative study was conducted with 150 learners enrolled at a two-year community college, to determine the effects of simulation laboratory experiments on Higher-Order Learning, Critical Thinking Skills, and Cognitive Load. The treatment population used simulated experiments, while the non-treatment sections performed traditional expository experiments. A comparison was made using the Revised Two-Factor Study Process survey, Motivated Strategies for Learning Questionnaire, and the Scientific Attitude Inventory survey, using a Repeated Measures ANOVA test for treatment or non-treatment. A main effect of simulated laboratory experiments was found for both Higher-Order Learning, [F (1, 148) = 30.32,p = 0.00, eta2 = 0.12] and Critical Thinking Skills, [F (1, 148) = 14.64,p = 0.00, eta 2 = 0.17] such that simulations showed greater increases than traditional experiments. Post-lab treatment group self-reports indicated increased marginal means (+4.86) in Higher-Order Learning and Critical Thinking Skills, compared to the non-treatment group (+4.71). Simulations also improved the scientific skills and mastery of basic scientific subject matter. It is recommended that additional research recognize that learners' Critical Thinking Skills change due to different instructional methodologies that occur throughout a semester.

The Development of Learning Model Based on Problem Solving to Construct High-Order Thinking Skill on the Learning Mathematics of 11th Grade in SMA/MA

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Syahputra, Edi; Surya, Edy

2017-01-01

This paper is a summary study of team Postgraduate on 11th grade. The objective of this study is to develop a learning model based on problem solving which can construct high-order thinking on the learning mathematics in SMA/MA. The subject of dissemination consists of Students of 11th grade in SMA/MA in 3 kabupaten/kota in North Sumatera, namely:…

An initial framework for the language of higher-order thinking mathematics practices

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Staples, Megan E.; Truxaw, Mary P.

2012-09-01

This article presents an examination of the language demands of cognitively demanding tasks and proposes an initial framework for the language demands of higher-order mathematics thinking practices. We articulate four categories for this framework: language of generalisation, language of comparison, language of proportional reasoning, and language of analysing impact. These categories were developed out of our collaborative work to design and implement higher-order thinking tasks with a group of Grade 9 (14- and 15-year-olds) teachers teaching in a linguistically diverse setting; analyses of student work samples on these tasks; and our knowledge of the literature. We describe each type of language demand and then analyse student work in each category to reveal linguistic challenges facing students as they engage these mathematical tasks. Implications for teaching and professional development are discussed.

Higher Order Thinking in the Australian Army Suite of Logistic Officer Courses

National Research Council Canada - National Science Library

Bradford, Scott R

2006-01-01

.... The current Suite of Logistic Officer Courses (SOLOC) has been recently criticized for failing to meet this requirement, with the general perception that there is a distinct lack of higher-order thinking competencies within this continuum...

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

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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.

Higher-Order Thinking and Metacognition in the First-Year Core-Education Classroom: A Case Study in the Use of Color-Coded Drafts

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Murray, Jeffrey W.

2014-01-01

This article seeks to provide some modest insights into the pedagogy of higher-order thinking and metacognition and to share the use of color-coded drafts as a best practice in service of both higher-order thinking and metacognition. This article will begin with a brief theoretical exploration of thinking and of thinking about thinking--the latter…

Mathematics in Finance and Economics: Importance of Teaching Higher Order Mathematical Thinking Skills in Finance

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Tularam, Gurudeo Anand

2013-01-01

This paper addresses the importance of teaching mathematics in business and finance schools of tertiary institutions of Australia. The paper explores the nature of thinking and reasoning required for advancement financial or economic studies involves the use of higher order thinking and creativity skills (HOTS) for teaching in mathematics classes.…

An EFL Flipped Classroom Teaching Model: Effects on English Language Higher-Order Thinking Skills, Student Engagement and Satisfaction

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Alsowat, Hamad

2016-01-01

This study aimed at investigating the effect of a suggested EFL Flipped Classroom Teaching Model (EFL-FCTM) on graduate students' English higher-order thinking skills (HOTS), engagement and satisfaction. Also, it investigated the relationship between higher-order thinking skills, engagement and satisfaction. The sample comprised (67) graduate…

Analisis Kemampuan Berpikir Tingkat Tinggi Mahasiswa (Higher Order Thinking dalam Menyelesaikan Soal Konsep Optika melalui Model Problem Based Learning

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Nurhayati Nurhayati

2017-12-01

Full Text Available Abstract This study aims to describe the ability of higher order thinking students in solving the problem of the concept of optics after given the learning with problem-based learning model. This research uses a descriptive method with quantitative approach. The subjects of the research are students of the second semester of physics education study program, amounting to 19 people. Data collection techniques used are two tier multiple choice shaped test consisting of eight questions include the level of analyzing, evaluating and creating. Based on the results of data analysis, it is known that the ability of high-level thinking of students in optical learning has enough categories with the following details: (1 The percentage of students who have excellent high-level thinking skills is 15.79%, good category of 31.58%, enough category of 42.11%, and category less than 10.53%; (2 The percentage of student ability in answer about level of analyze equal to 68.42%, student ability in answer about evaluation level 57.89% and equal to 53.51% for student ability in answer level question create. Keywords: higher order thinking, optics, problem-based learning model Abstrak Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir tingkat tinggi mahasiswa (higher order thinking dalam menyelesaikan soal konsep optika setelah diberikan pembelajaran dengan model problem based learning. Metode penelitian yang digunakan adalah metode deskriptif dengan pendekatan kuantitatif. Subjek penelitian yaitu mahasiswa semester II program studi pendidikan fisika yang berjumlah 19 orang. Teknik pengumpulan data yang digunakan adalah tes berbentuk two tier multiple choice yang terdiri dari delapan soal meliputi tingkatan menganalisis, mengevaluasi dan mencipta. Berdasarkan hasil analisis data, diketahui bahwa kemampuan berpikir tingkat tinggi mahasiswa dalam pembelajaran optika memiliki kategori cukup dengan rincian sebagai berikut: (1 Persentase mahasiswa yang

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

Creative thinking level of students with high capability in relations and functions by problem-based learning

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Nurdyani, F.; Slamet, I.; Sujadi, I.

2018-03-01

This research was conducted in order to describe the creative thinking level of students with high capability in relations and functions with Problem Based Learning. The subjects of the research were students with high capability grade VIII at SMPIT Ibnu Abbas Klaten. This research is an qualitative descriptive research. The data were collected using observation, tests and interviews. The result showed that the creative thinking level of students with high capability in relations and functions by Problem Based Learning was at level 4 or very creative because students were able to demonstrate fluency, flexibility, and novelty.

Encouraging Higher-Order Thinking in General Chemistry by Scaffolding Student Learning Using Marzano's Taxonomy

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Toledo, Santiago; Dubas, Justin M.

2016-01-01

An emphasis on higher-order thinking within the curriculum has been a subject of interest in the chemical and STEM literature due to its ability to promote meaningful, transferable learning in students. The systematic use of learning taxonomies could be a practical way to scaffold student learning in order to achieve this goal. This work proposes…

Of norms and words: in order to think school in a performative code

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Yuing Alfaro Tuillang

2013-01-01

Full Text Available This article explores a hypothesis stating that the performative character of norms offers many important points to think school. Thus, in the first place it is checked Canguilhem’s contributions related to the way the normative development works, and how it has to do with historical institutional processes in which school plays a key role. Besides, it is appealed to Foucault and Esposito’s inquiries which complement such contributions in the institutional field, showing the productive and performative character of norms. Finally, some contributions by Rancière related to the explanatory order and the prominence of teacher’s word as basis and support of school institutions are analyzed. Instead of conclusions, the convergence of these ideas allows to state suggestions generating analysis perspectives in order to think pedagogy and schooling from a perspective in which the constitutive value of norms sheds light on the crossing of relations between knowledge and power.

From "Hello" to Higher-Order Thinking: The Effect of Coaching and Feedback on Online Chats

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Stein, David S.; Wanstreet, Constance E.; Slagle, Paula; Trinko, Lynn A.; Lutz, Michelle

2013-01-01

This exploratory study examined the effect of a coaching and feedback intervention in teaching presence and social presence on higher-order thinking in an online community of inquiry. Coaching occurred before each chat, and feedback was provided immediately afterwards. The findings suggest that over time, the frequency of higher-order thinking…

Cooperative learning model with high order thinking skills questions: an understanding on geometry

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Sari, P. P.; Budiyono; Slamet, I.

2018-05-01

Geometry, a branch of mathematics, has an important role in mathematics learning. This research aims to find out the effect of learning model, emotional intelligence, and the interaction between learning model and emotional intelligence toward students’ mathematics achievement. This research is quasi-experimental research with 2 × 3 factorial design. The sample in this research included 179 Senior High School students on 11th grade in Sukoharjo Regency, Central Java, Indonesia in academic year of 2016/2017. The sample was taken by using stratified cluster random sampling. The results showed that: the student are taught by Thinking Aloud Pairs Problem-Solving using HOTs questions provides better mathematics learning achievement than Make A Match using HOTs questions. High emotional intelligence students have better mathematics learning achievement than moderate and low emotional intelligence students, and moderate emotional intelligence students have better mathematics learning achievement than low emotional intelligence students. There is an interaction between learning model and emotional intelligence, and these affect mathematics learning achievement. We conclude that appropriate learning model can support learning activities become more meaningful and facilitate students to understand material. For further research, we suggest to explore the contribution of other aspects in cooperative learning modification to mathematics achievement.

Evidence of Critical Thinking in High School Humanities Classrooms (Evidencias del Pensamiento Crítico en las Clases de Ciencias Humanas en Bachillerato)

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Alfonso, David Vargas

2015-01-01

Critical thinking skills (CTS) are a group of higher order thinking abilities related with complex processes of learning like contextualization or problem solving. This exploratory research study identified whether critical thinking skills were present in high school humanities classrooms. The study was carried out in a private school in Bogotá,…

Promoting English oral communication and higher-order thinking in Taiwanese ESL students through the use of knowledge visualization techniques.

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Wang, Ya-Huei; Liao, Hung-Chang

2014-06-01

The study examined whether the students using concept mapping in a Freshman English course would improve English oral communication proficiency, higher-order thinking, and perception of abilities. A quasi-experimental design, lasting for 12 weeks, was administered to an experimental group (21 students) and a control group (20 students). The experimental group had significantly better performance on all measures. Concept mapping was effective in improving college students' English oral communication, higher-order thinking, and perception of abilities development.

The essence of student visual-spatial literacy and higher order thinking skills in undergraduate biology.

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Milner-Bolotin, Marina; Nashon, Samson Madera

2012-02-01

Science, engineering and mathematics-related disciplines have relied heavily on a researcher's ability to visualize phenomena under study and being able to link and superimpose various abstract and concrete representations including visual, spatial, and temporal. The spatial representations are especially important in all branches of biology (in developmental biology time becomes an important dimension), where 3D and often 4D representations are crucial for understanding the phenomena. By the time biology students get to undergraduate education, they are supposed to have acquired visual-spatial thinking skills, yet it has been documented that very few undergraduates and a small percentage of graduate students have had a chance to develop these skills to a sufficient degree. The current paper discusses the literature that highlights the essence of visual-spatial thinking and the development of visual-spatial literacy, considers the application of the visual-spatial thinking to biology education, and proposes how modern technology can help to promote visual-spatial literacy and higher order thinking among undergraduate students of biology.

Enhancing Higher Order Thinking Skills In A Marine Biology Class Through Problem-Based Learning

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Richard M. Magsino

2014-10-01

Full Text Available The purpose of this research was to examine students' perspectives of their learning in marine biology in the collaborative group context of Problem-based Learning (PBL. Students’ higher order thinking skills (HOTS using PBL involves the development of their logical thinking and reasoning abilities which stimulates their curiosity and associative thinking. This study aimed to investigate how critical thinking skills, particularly analysis, synthesis and evaluation were enhanced in a marine biology class through PBL. Qualitative research approach was used to examine student responses in a questionnaire involving 10 open-ended questions that target students’ HOTS on a problem presented in a marine biology class for BS Biology students. Using axial coding as a qualitative data analysis technique by which grounded theory can be performed, the study was able to determine how students manifest their higher reasoning abilities when confronted with a marine biology situation. Results show student responses yielding affirmative remarks on the 10 questions intended to know their level of analysis (e.g., analyzing, classifying, inferring, discriminating and relating or connecting, synthesis (e.g., synthesizing and collaborating, and evaluation (e.g., comparing, criticizing, and convincing of information from the presented marine biology problem. Consequently, students were able to effectively design experiments to address the presented issue through problem-based learning. Results of the study show that PBL is an efficient instructional strategy embedded within a conventional curriculum used to develop or enhance critical thinking in marine biology.

Improving of Junior High School Visual Thinking Representation Ability in Mathematical Problem Solving by CTL

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Edy Surya

2013-01-01

Full Text Available The students’  difficulty which was found is in the problem of understanding, drawing diagrams, reading the charts correctly, conceptual formal  mathematical understanding, and  mathematical problem solving. The appropriate problem representation is the basic way in order to understand the problem itself and make a plan to solve it. This research was the experimental classroom design with a pretest-posttest control in order to increase the representation of visual thinking ability on mathematical problem solving approach  with  contextual learning. The research instrument was a test, observation and interviews. Contextual approach increases of mathematical representations ability increases in students with high initial category, medium, and low compared to conventional approaches. Keywords: Visual Thinking Representation, Mathematical  Problem Solving, Contextual Teaching Learning Approach DOI: http://dx.doi.org/10.22342/jme.4.1.568.113-126

ASSESSMENT OF STUDENT LEARNING IN VIRTUAL SPACES, USING ORDERS OF COMPLEXITY IN LEVELS OF THINKING

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Jose CAPACHO

2017-04-01

Full Text Available This paper aims at showing a new methodology to assess student learning in virtual spaces supported by Information and Communications Technology-ICT. The methodology is based on the Conceptual Pedagogy Theory, and is supported both on knowledge instruments (KI and intelectual operations (IO. KI are made up of teaching materials embedded in the virtual environment. The student carries out IO in his/her virtual formation process based on KI. Both instruments of knowledge and intellectual operations can be mathematically modelled by using functions of increasing complexity order. These functions represent the student’s learning change. This paper main contribution is to show that these functions let the student go from a concrete thinking to a formal one in his/her virtual learning process. The research showed that 47% of the students moved from a concrete thinking level to the formal thinking level.

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

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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.

Critical thinking skills profile of high school students in learning chemistry

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Budi Utami

2017-08-01

Full Text Available Critical thinking skill is the priority in the goals of education. In this case, the critical thinking has the higher process, such as analyzing, synthesizing, evaluating, drawing conclusion and reflecting which enables the individual to make the reasonable assessment both in the classroom and in the daily life.  This research is aimed to determine the students’ critical thinking skill in learning Chemistry at senior high school. This research used descriptive method in which the instruments were developed based on the indicators of critical thinking skill. The population of this research was 100 students of tenth, eleventh and twelfth grade from senior high schools in Surakarta which was chosen using cluster random sampling technique. The result of the research shows that the students of tenth, eleventh and twelfth grade have adequate critical thinking skills.

A Long-Term Experiment to Investigate the Relationships between High School Students' Perceptions of Mobile Learning and Peer Interaction and Higher-Order Thinking Tendencies

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Hwang, Gwo-Jen; Lai, Chiu-Lin; Liang, Jyh-Chong; Chu, Hui-Chun; Tsai, Chin-Chung

2018-01-01

In this study, a one-year program was conducted to investigate the relationships between students' perceptions of mobile learning and their tendencies of peer interaction and higher-order thinking in issue-based mobile learning activities. To achieve the research objective, a survey consisting of eight scales, namely, usability, continuity,…

Higher order thinking skills: using e-portfolio in project-based learning

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Lukitasari, M.; Handhika, J.; Murtafiah, W.

2018-03-01

The purpose of this research is to describe students' higher-order thinking skills through project-based learning using e-portfolio. The method used in this research is descriptive qualitative method. The research instruments used were test, unstructured interview, and documentation. Research subjects were students of mathematics, physics and biology education department who take the Basics Physics course. The result shows that through project-based learning using e-portfolio the students’ ability to: analyze (medium category, N-Gain 0.67), evaluate (medium category, N-Gain 0.51), and create (medium Category, N-Gain 0.44) are improved.

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

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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.

The Process of Thinking among Junior High School Students in Solving HOTS Question

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Bakry, Md Nor Bin Bakar

2015-01-01

Higher order thinking skills (HOTS) is one of the important aspect of teaching and learning mathematics. By using HOTS, student will be able to acquire a deep understand of mathematical concepts and can be applied in real life. Students ability to develop the capacity of the HOTS is closely related with thinking processes while solving mathematics…

The Perseverative Thinking Questionnaire (PTQ): validation of a content-independent measure of repetitive negative thinking.

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Ehring, Thomas; Zetsche, Ulrike; Weidacker, Kathrin; Wahl, Karina; Schönfeld, Sabine; Ehlers, Anke

2011-06-01

Repetitive negative thinking (RNT) has been found to be involved in the maintenance of several types of emotional problems and has therefore been suggested to be a transdiagnostic process. However, existing measures of RNT typically focus on a particular disorder-specific content. In this article, the preliminary validation of a content-independent self-report questionnaire of RNT is presented. The 15-item Perseverative Thinking Questionnaire was evaluated in two studies (total N = 1832), comprising non-clinical as well as clinical participants. Results of confirmatory factor analyses across samples supported a second-order model with one higher-order factor representing RNT in general and three lower-order factors representing (1) the core characteristics of RNT (repetitiveness, intrusiveness, difficulties with disengagement), (2) perceived unproductiveness of RNT and (3) RNT capturing mental capacity. High internal consistencies and high re-test reliability were found for the total scale and all three subscales. The validity of the Perseverative Thinking Questionnaire was supported by substantial correlations with existing measures of RNT and associations with symptom levels and clinical diagnoses of depression and anxiety. Results suggest the usefulness of the new measure for research into RNT as a transdiagnostic process. Copyright © 2010 Elsevier Ltd. All rights reserved.

Information and Communication Technologies (ICT) in an Elementary School: Students' Engagement in Higher Order Thinking

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Lim, Cher Ping; Tay, Lee Yong

2003-01-01

Based on a case study of an elementary school in Singapore, this article describes and analyzes how different types of ICT tools (informative, situating, constructive, and communicative tools) are used to engage students in higher-order thinking. The discussion emphasizes that the objective of the lesson and the orienting activities, rather than…

Thinking processes used by high-performing students in a computer programming task

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Marietjie Havenga

2011-07-01

Full Text Available Computer programmers must be able to understand programming source code and write programs that execute complex tasks to solve real-world problems. This article is a trans- disciplinary study at the intersection of computer programming, education and psychology. It outlines the role of mental processes in the process of programming and indicates how successful thinking processes can support computer science students in writing correct and well-defined programs. A mixed methods approach was used to better understand the thinking activities and programming processes of participating students. Data collection involved both computer programs and students’ reflective thinking processes recorded in their journals. This enabled analysis of psychological dimensions of participants’ thinking processes and their problem-solving activities as they considered a programming problem. Findings indicate that the cognitive, reflective and psychological processes used by high-performing programmers contributed to their success in solving a complex programming problem. Based on the thinking processes of high performers, we propose a model of integrated thinking processes, which can support computer programming students. Keywords: Computer programming, education, mixed methods research, thinking processes.  Disciplines: Computer programming, education, psychology

Higher Order Thinking Skills as Effect of Problem Based Learning in the 21st Century Learning

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Leni Widiawati

2018-03-01

Full Text Available This study aims to determine the responses of learners to learning using a scientific approach in Problem Based Learning integrated with the inculcation of critical thinking, communicative, collaboration; and creative (4C skills in 21st century learning. The design of this study is true experiment by using posttest only control design. The sample of the research is vocational school students selected by using cluster random sampling technique in Surakarta, Indonesia. The techniques of collecting data are using tests whose validity, reliability, level of difficulty, and the discrimination index have been tested. The data obtained are then tested using t test. The result of the research shows that higher order thinking skills of experimental class students learning using scientific approach in Problem Based Learning which is integrated with the inculcation of 4C skills are higher than those of the control class that are learning using scientific approach in Think-Pair-Share which is integrated with the inculcation of 4C skills.

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

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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…

Advanced Analytic Cognition: Thinking Dispositions

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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

E-Learning to Improve Higher Order Thinking Skills (HOTS of Students

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R. Poppy Yaniawati

2013-05-01

Full Text Available The role of technology integration on modern learning is essential to optimize the acceleration process in Higher Order Thinking Skills (HOTS. This research describes how to implement e-learning to improve HOTS of students and students’ attitude toward e-learning of mathematics, pre- learning students knowledge, duration of login in website, and correlation of variables with HOTS. There is a significant correlation between pre-learning knowledge and students’ HOTS, but there is no significant correlation between students’ HOTS and students’ attitude toward e-learning of mathematics. There is a significant correlation between login duration and students attitude toward e-learning of mathematics. No significant correlation is found between login duration and students’ HOTS.

ANALYSIS OF STUDENT CREATIVE THINKING SKILLS IN SOLVING PROBLEM PATTERN NUMBERS WITH PARTITION TECHNIQUES BASED ON METACOGNITION SKILLS

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Nila Herawati1, Dafik 2,3 & I Made Tirta4

2018-01-01

High-order thinking or Higher Order Thinking Skill (HOTS) is one of the most needed thinking skills in a person's life. Creative thinking is the highest level of thinking skills. Creative thinking skills in students have the characteristics of fluency (fluency), flexibility (flexibility), elaboration and originality (originality). Metacognition is the ability of one's thinking in using strategies to produce problem solving in their learning. This ability helps students get personal feedback a...

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

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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.

Profile of senior high school students’ creative thinking skills on biology material in low, medium, and high academic perspective

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Nurhamidah, D.; Masykuri, M.; Dwiastuti, S.

2018-04-01

Creative thinking is one of the most important skills of the 21st Century. Students are demanded not only be able to solve the cognitive problems but also to face the life problems. The aim of this study is to determine students’ creative thinking skills in biology class for XI grade of three Senior High Schools in Ngawi regency. The approach used to categorised the three schools into low, medium and high academic rank was a norm-referenced test. The study involved 92 students who completed a test. Guilford's alternative uses task was used to measure the level of students’ creative thinking skills. The results showed that in the school of high academic rank, 89,74% of students had low creative thinking skills and 10,25% of them are in moderate category. In the medium academic rank school, 85,71% of students had low creative thinking skills and 14,29% of them are moderate. In the school of low academic rank, 8% of students had very low creative thinking skills, 88% are low, and 4% are moderate. Based on the finding of the research, the creative thinking skills of students in the three school was categorised as low level, therefore the learning design should be developed which can improve the students’ creative thinking skills.

ESL Students’ Perceptions of the use of Higher Order Thinking Skills in English Language Writing

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Malini Ganapathy

2014-10-01

Full Text Available The transformation of the education curriculum in the Malaysia Education Development Plan (PPPM 2013-2025 focuses on the Higher Order Thinking (HOT concept which aims to produce knowledgeable students who are critical and creative in their thinking and can compete at the international level. HOT skills encourage students to apply, analyse, evaluate and think creatively in and outside the classroom. The purpose of this exploratory study was to investigate the impact of using HOT skills in a secondary ESL writing classroom. A total of 120 Form Two ESL students from three intact classes participated in this study. The students experienced project and group-based work both independently and collaboratively in groups during their writing lessons. The findings from the focus group interviews revealed the following student perceptions: felt engaged in active learning, experienced learner autonomy, developed their writing, researching and personal skills. The implications of this study suggest that using HOT skills in ESL writing lessons facilitate students’ writing ability and interest and it is recommended that HOT skills be explicitly infused in the teaching and learning of writing activities in ESL classrooms.

Use of critical thinking in the diagnostic process.

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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.

Critical and Higher Order Thinking in Online Threaded Discussions in the Slovak Context

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Katarina Pisutova-Gerber

2009-02-01

Full Text Available This article describes and analyzes efforts to use collaborative asynchronous discussion forums in a three semester online education program for NGO leaders and managers in Slovakia. Slovakia, as a country with autocratic styles of teacher-centered education, presents strong barriers to the implementation of collaborative learning activities. The authors used Garrison’s four stage cognitive processing categories to analyze some of the online discussions in the program. The two higher order critical thinking categories – integration and solution – appeared in student discussions only when prompted by specific instructional techniques.

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

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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)…

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...

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

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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.

The Application of Carousel Feedback and Round Table Cooperative Learning Models to Improve Student's Higher Order Thinking Skills (HOTS) and Social Studies Learning Outcomes

Science.gov (United States)

Yusmanto, Harry; Soetjipto, Budi Eko; Djatmika, Ery Tri

2017-01-01

This Classroom Action Research aims to improve students' HOTS (High Order Thinking Skills) and Social Studies learning outcomes through the application of Carousel Feedback and Round Table cooperative learning methods. This study was based on a model proposed by Elliott and was implemented for three cycles. The subjects were 30 female students of…

Developing Student Worksheet Based On Higher Order Thinking Skills on the Topic of Transistor Power Amplifier

Science.gov (United States)

Sardia Ratna Kusuma, Luckey; Rakhmawati, Lusia; Wiryanto

2018-04-01

The purpose of this study is to develop a student worksheet about the transistor power amplifier based on higher order thinking skills include critical, logical, reflective, metacognitive, and creative thinking, which could be useful for teachers in improving student learning outcomes. Research and Development (R & D) methodology was used in this study. The pilot study of the worksheet was carried out with class X AV 2 at SMK Negeri 5 Surabaya. The result showed satisfies aspect of validity with 81.76 %, and effectiveness (students learning outcomes is classically passed out with percentage of 82.4 % and the students gave positive responses to the student worksheet of each statement. It can be concluded that this worksheet categorized good and worthy to be used as a source of learning in the learning activities.

Encouraging Student Autonomy through Higher Order Thinking Skills

Science.gov (United States)

Smith, Victoria D.; Darvas, Janet W.

2017-01-01

This article discusses how to empower students to work, think, and act independently in the higher education setting. Inspiring students to progress through the stages of Bloom's Taxonomy emboldens them to discover intrinsic motivation and self-regulated learning. This article defines and focuses on the importance of teaching intrinsic motivation…

Pengembangan Critical Thinking melalui Penerapan Model PBL (Problem Based Learning) dalam Pembelajaran Sains

OpenAIRE

Widowati, Asri

2010-01-01

This paper examines to explore how study by using model of Problem Based Learning ( PBL). Basically, this discussion is focussed at model of PBL as an effort in developing cognitive ability, especially critical thinking.Critical thinking including ability think high level (higher order of thinking) representing one of the component in issue intellegence of 21 st century ( Issue of The 21st literacy century). Development of ability of critical thinking in study of science of vital importance b...

Effectiveness of the Multidimensional Curriculum Model in Developing Higher-Order Thinking Skills in Elementary and Secondary Students

Science.gov (United States)

Vidergor, Hava E.

2018-01-01

The study aimed to assess the effectiveness of the multidimensional curriculum model (MdCM) in the development of higher-order thinking skills in a sample of 394 elementary and secondary school students in Israel. The study employed a quantitative quasi-experimental pre-post design, using a study module based on MdCM, comparing intervention group…

Bringing Computational Thinking into the High School Science and Math Classroom

Science.gov (United States)

Trouille, Laura; Beheshti, E.; Horn, M.; Jona, K.; Kalogera, V.; Weintrop, D.; Wilensky, U.; University CT-STEM Project, Northwestern; University CenterTalent Development, Northwestern

2013-01-01

Computational thinking (for example, the thought processes involved in developing algorithmic solutions to problems that can then be automated for computation) has revolutionized the way we do science. The Next Generation Science Standards require that teachers support their students’ development of computational thinking and computational modeling skills. As a result, there is a very high demand among teachers for quality materials. Astronomy provides an abundance of opportunities to support student development of computational thinking skills. Our group has taken advantage of this to create a series of astronomy-based computational thinking lesson plans for use in typical physics, astronomy, and math high school classrooms. This project is funded by the NSF Computing Education for the 21st Century grant and is jointly led by Northwestern University’s Center for Interdisciplinary Exploration and Research in Astrophysics (CIERA), the Computer Science department, the Learning Sciences department, and the Office of STEM Education Partnerships (OSEP). I will also briefly present the online ‘Astro Adventures’ courses for middle and high school students I have developed through NU’s Center for Talent Development. The online courses take advantage of many of the amazing online astronomy enrichment materials available to the public, including a range of hands-on activities and the ability to take images with the Global Telescope Network. The course culminates with an independent computational research project.

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.

Android-assisted physics mobile learning to improve senior high school students' divergent thinking skills and physics HOTS

Science.gov (United States)

Mardiana, Nana; Kuswanto, Heru

2017-08-01

The aims of the research concerned here were to reveal (1) the characteristics of Android-assisted PML (physics mobile learning) to improve SMA (sekolah menengah atas, Indonesian senior high school) students' divergent thinking skills and physics HOTS (higher order thinking skills); (2) the feasibility of the Android-assisted PML; and (3) the influence of using the Android-assisted PML on improvement in SMA students' divergent thinking skills and physics HOTS. The7 research was of the R&D (research and development) type, adapted from theBorg-&-Gall development model. The research data were analyzed by means of MANOVA with the significance level of 5%. The results are as follows. (1) The product of the development, a learning media in software form with the android package(apk) format, is named PML (to refer to Physics Mobile Learning), which has such characterictics as being operable with use of Android devicesand being very good in quality in the aspect oflearning, material, software technology, and audiovisual appearance. 2) The developed learning media referred to as PML is appropriate for learning activity according to evaluation by a material expert, a media expert, peer reviewers, and physics teachers as well as according to results of students' tryouts. (3) The use of the Android-assisted PML media product could improve SMA students' divergent thinking skillsand physics HOTS with the respective high-category gain scores of 0.701 and 0.759.

Exploring evidence of higher order thinking skills in the writing of first year undergraduates

Directory of Open Access Journals (Sweden)

Lynette Faragher

2014-08-01

Full Text Available Research indicates that concern is often expressed about the language and discourse skills new students bring with them when they first enrol at university, which leads to assumptions being made about their academic abilities. In this paper, an argument is developed through detailed analysis of student writing, that many new first year students have nascent Higher Order Thinking Skills and the potential to be successful in their studies. The work of Robert Marzano and his associates (Marzano, 2001; Marzano & Kendall, 2007, 2008 is applied to student writing.

Website Analysis as a Tool for Task-Based Language Learning and Higher Order Thinking in an EFL Context

Science.gov (United States)

Roy, Debopriyo

2014-01-01

Besides focusing on grammar, writing skills, and web-based language learning, researchers in "CALL" and second language acquisition have also argued for the importance of promoting higher-order thinking skills in ESL (English as Second Language) and EFL (English as Foreign Language) classrooms. There is solid evidence supporting the…

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…

asking questions for higher order thinking in visual literacy

African Journals Online (AJOL)

thinking skills in the English visual literacy (VL) learning classroom. .... out that the use of assessment in the classroom as a tool to promote greater learner ..... tions on technical knowledge and critical language awareness were not asked.

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)

Tinjauan Deskriptif Penerapan Higher Order Thinking dan Problem-Based Learning Pada Mata Kuliah Geometri Berdasarkan Kemampuan Matematika Mahasiswa

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Andri Anugrahana

2018-05-01

Full Text Available Teaching and learning process in the classroom tends to use the process of memorizing and using the concept in Bloom's taxonomy. This study developed questions that invites students to perform high-level skill process of analyzing, evaluating, and creating, according to Bloom's taxonomy, which are the indicators of HOT (Higher Order Thinking. The HOT process is derived from students experience in learning and the knowledge of each student. This qualitative descriptive research aims to obtain a description of the HOT problem-solving process in the geometry course. Subjects in this study were 50 prospective elementary school teachers. The learning process begins with the students getting the problems given by the teacher, then discussing it in groups, and providing opportunities for students to express opinions or thoughts orally. The data collection was the results of the student's thinking process, problem-solving skills test, and interviews. The data analysis was done by doing data reduction, data presentation, also drawing conclusion and verification. The result showed that students experiencing high level skill process of analyzing, evaluating and creating. In the process of analyzing, the students proved the formula of the area of two-dimensional figures. In evaluating the stages, the students in the group conducted the examination, made guesses, did the experiment, and tested the allegations of what has been done. Furthermore, students were able to create and find various answers in the form of two-dimensional figures.

The Link between Higher Order Thinking Skills, Representation and Concepts in Enhancing TIMSS Tasks

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Nor’ain Mohd. Tajudin

2016-08-01

Full Text Available Students’ performances in TIMSS have featured strongly in recent discussions and debates about the quality of mathematical learning outcomes both from teachers and policy makers. Findings of TIMSS trends showed that most high school students in Malaysia continue to perform at less than satisfactory levels, particularly, in tasks that are cognitively demanding. In this article, we present a critical analysis of selected TIMSS Tasks and demonstrate how to support students better in the use of Higher Order Thinking Skills (HOTS in making progress with such tasks. In so doing we present analyses of TIMSS tasks and a model of these tasks that relate HOTS, representation and concepts which can be utilised by teachers to understand the role of HOTS better in empowering students shift to higher levels of cognitive funtioning in the context of tackling TIMSS and similarly demanding tasks. Our analyses and model provide an important starting point for the design of future professional development programs for Malaysian mathematics teachers in reconceptualising HOTS and implementing them in regular classrooms.

The Interplay between Reflective Thinking, Critical Thinking, Self-Monitoring, and Academic Achievement in Higher Education

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Ghanizadeh, Afsaneh

2017-01-01

The present study assessed the associations among higher-order thinking skills (reflective thinking, critical thinking) and self-monitoring that contribute to academic achievement among university students. The sample consisted of 196 Iranian university students (mean age = 22.05, SD = 3.06; 112 females; 75 males) who were administered three…

From higher order thinking to higher order behavior: exploring the relationship between early cognitive skills and social competence in black boys.

Science.gov (United States)

Scott, Kristin M; Barbarin, Oscar A; Brown, Jeffrey M

2013-01-01

This study examines the relations of higher order (i.e., abstract) thinking (HOT) skills to specific domains of social competence in Black boys (n = 108) attending publicly sponsored prekindergarten (pre-K) programs. Data for the study were collected as part of the National Center for Early Development and Learning (NCEDL) Multi-State Study, a national, longitudinal study examining the quality and outcomes in a representative sample of publicly sponsored pre-K programs in six states (N = 240). Pre-K and kindergarten teachers rated randomly selected children on measures of abstract thinking, self-regulation, and social functioning at the beginning and end of each school year. Applying structural equation modeling, compared with earlier time points, HOT measured in the fall of kindergarten significantly predicted each of the domains of social competence in the spring of kindergarten, with the exception of peer social skills, while controlling for general cognitive ability. Results suggest that early intervention to improve HOT may be an effective and more focused approach to address concerns about Black boys' early social competencies in specific domains and potentially reduce the risk of later social difficulties. © 2013 American Orthopsychiatric Association.

Creative Cognition in Secondary Science: An exploration of divergent thinking in science among adolescents

Science.gov (United States)

Antink-Meyer, Allison; Lederman, Norman G.

2015-07-01

The divergent thinking skills in science of 282 US high school students were investigated across 16 weeks of instruction in order to determine whether typical academic time periods can significantly influence changes in thinking skills. Students' from 6 high school science classrooms completed the Scientific Structures Creativity Measure (SSCM) before and after a semester of instruction. Even the short time frame of a typical academic term was found to be sufficient to promote both improvements in divergent thinking skills as well as declining divergent thinking. Declining divergent thinking skills were more common in this time frame than were improvements. The nature of student performance on the SSCM and implications are discussed.

Creative Cognition in Secondary Science: An Exploration of Divergent Thinking in Science among Adolescents

Science.gov (United States)

Antink-Meyer, Allison; Lederman, Norman G.

2015-01-01

The divergent thinking skills in science of 282 US high school students were investigated across 16 weeks of instruction in order to determine whether typical academic time periods can significantly influence changes in thinking skills. Students' from 6 high school science classrooms completed the Scientific Structures Creativity Measure (SSCM)…

PENGARUH E-SCAFFOLDING DALAM THINK PAIR SHARE TERHADAP KEMAMPUAN BERPIKIR TINGKAT TINGGI DINAMIKA PARTIKEL

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Akhmad Fauzul Albab

2016-01-01

Full Text Available Abstract: This study aimed to examine the effect of e-learning based Think Pair Share cooperative learning model toward higher order thinking skills of students. This study was conducted at SMAN 1 Jember for X grade students and used factorial design. Two experimental groups (TPS with E-Scaffolding and TPS with scaffolding were compared with a control group (TPS. This research was carried out to 180 students. The results showed that there is a difference in high-order thinking skills among groups of students who take the e-scaffolding in the TPS, scaffolding in TPS, and TPS learning; there is a difference in high-order thinking skills among groups of students with different prior knowledge levels; and there is no interactional effect among e-scaffolding in TPS, scaffolding in TPS and TPS strategy and the student’s prior knowledge on high order thinking skills. Key words: e-scaffolding, think pair share, high order thinking, prior knowledge.                                                                                     Abstrak: Penelitian ini bertujuan untuk menguji pengaruh pembelajaran berbasis e-learning yang terintegrasi dalam model pembelajaran kooperatif Think Pair Share (TPS dalam bentuk E-Scaffolding terhadap kemampuan berpikir tingkat tinggi siswa. Penelitian dilaksanakan di SMA Negeri 1 Jember untuk siswa kelas X ini dengan menggunakan rancangan faktorial. Dua kelompok eksperimen (TPS dengan E-Scaffolding dan TPS dengan Scaffolding dibandingkan dengan sebuah kelompok kontrol (TPS. Penelitian dilaksanakan terhadap sampel sebanyak 180 siswa yang dipilih secara acak kelompok. Hasil penelitian menunjukkan bahwa terdapat perbedaan kemampuan berpikir tingkat tinggi antara kelompok siswa yang mengikuti pembelajaran e-scaffolding dalam TPS dengan pembelajaran scaffolding dalam TPS maupun siswa dengan pembelajaran TPS; terdapat perbedaan kemampuan berpikir

Senior High School English National Examination and Thinking Skills

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Ummu Lathifah Ahmad

2016-12-01

Full Text Available When English National Examination (abbreviated into ENE as a norm-referenced test is designed for instructional purposes, to evaluate the result of national curriculum, it is very significant to conduct item test evaluation since it gives a clear portrait of the quality of the items and of the test as a whole. The purpose of this study was to analyze which levels of the Barrett taxonomy were more reflected in ENE items of 2013/2014 academic year and whether the proportions of items among the twenty test packages in the ENE assessing students’ Lower Order Thinking Skills (LOTS and Higher Order Thinking Skills (HOTS are consistent. The researcher adopted the qualitative descriptive approach using a content analysis card to codify the ENE items. To ensure the reliability of the study, three inter-raters analyzed a sample of the test packages. The results indicated that questions asking LOTS still prevailed in ENE items. Of all the twenty test packages, the items categorized into literal level represented around 68.6% of the total number of the questions. Meanwhile, the questions belonging to reorganization came to occupy a percentage of 20.8 and the questions asking the students’ inferential level only reached 10.3%. Also, the tests were not enriched sufficiently with the evaluation comprehension since they only comprised 0.3%. The results also showed the complete absence of “Appreciation” – the highest level of thinking in the mentioned taxonomy. It is obvious that there is a shortage of items questioning students’ HOTS in the exam and they are not well-treated. Accordingly, this finding reveals that there is still much room for ENE to be the driving force in the effort to make learners critical thinkers. In the light of these data, this study recommends modifying the English National Exam by providing them with more question items that include HOTS.

The Development of the Simulation Thinking Rubric

Science.gov (United States)

Doolen, Jessica

2012-01-01

High fidelity simulation has become a widespread and costly learning strategy in nursing education because it can fill the gap left by a shortage of clinical sites. In addition, high fidelity simulation is an active learning strategy that is thought to increase higher order thinking such as clinical reasoning and judgment skills in nursing…

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

Science.gov (United States)

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.

A Comparison of Mother-Tongue Curricula of Successful Countries in PISA and Turkey by Higher-Order Thinking Processes

Science.gov (United States)

Cer, Erkan

2018-01-01

Purpose: The purpose of the current study is to reveal general qualities of the objectives in the mother-tongue curricula of Hong Kong and Shanghai-China, South Korea, Singapore, and Turkey in terms of higher-order thinking processes specified by PISA tests. Research Methods: In this study, the researcher used a qualitative research design.…

Becoming with Data: Developing Self-Assessing Recursive Pedagogies in Schools and Using Second-Order Cybernetics as a Thinking Tool

Science.gov (United States)

Reinertsen, Anne Beate

2014-01-01

This article is about developing school-based self-assessing recursive pedagogies and case/action research practices and/or approaches in schools, and teachers, teacher researchers and researchers simultaneously producing and theorising their own practices using second-order cybernetics as a thinking tool. It is a move towards pragmatic…

Focusing of Students' Mathematical Thinking

Science.gov (United States)

Breyfogle, M. Lynn; Herbel-Eisenmann, Beth A.

2004-01-01

Suggestions and ideas that enable teachers to take a closer look at students' thinking are discussed. A teacher should periodically reflect on his or her own classroom practices in order to increase attention on students' mathematical thinking.

High-Order Hamilton's Principle and the Hamilton's Principle of High-Order Lagrangian Function

International Nuclear Information System (INIS)

Zhao Hongxia; Ma Shanjun

2008-01-01

In this paper, based on the theorem of the high-order velocity energy, integration and variation principle, the high-order Hamilton's principle of general holonomic systems is given. Then, three-order Lagrangian equations and four-order Lagrangian equations are obtained from the high-order Hamilton's principle. Finally, the Hamilton's principle of high-order Lagrangian function is given.

What Do Trainers Need to Know to Train Higher-Order Thinking Skills

Science.gov (United States)

2017-11-01

training at the Warrant Officer Career College (WOCC) in Fort Rucker, AL. The WOCC trains all warrant officers through the Warrant Officer Candidate...who are early in their careers . For Patriot, direct instruction could include training focused on the steps required to emplace the system and make...ADEA) (2015). Overview of Critical Thinking Skills. Retrieved from http://www.adea.org/adeacci/Resources/Critical-Thinking-Skills- Toolkit /Pages

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.

An Exemplary High School Literary Magazine: "The Thinking Reed."

Science.gov (United States)

Holbrook, Hilary Taylor, Comp.

One of a series of 20 literary magazine profiles written to help faculty advisors wishing to start or improve their publication, this profile provides information on staffing and production of "The Thinking Reed," the magazine published by Bethlehem Central High School, Delmar, New York. The introduction describes the literary magazine…

Psycho-Sociological Review of Criminal Thinking Style

OpenAIRE

Boduszek, Daniel; Hyland, Philip

2012-01-01

Criminal thinking has been long established as a very important predictor of criminal behaviour, however far less research effort has been undertaken to understand what variables can predict the emergence of criminal thinking. Considering the importance of criminal thinking, we feel it necessary to conduct a systematic review of the literature on criminal thinking in order to bring together what is currently known regarding the factors that relate to, and predict, habitual criminal thinking s...

The Effectiveness of Problem Based Learning Integrated With Islamic Values Based on ICT on Higher Order Thinking Skill and Students’ Character

Directory of Open Access Journals (Sweden)

Chairul Anwar

2017-02-01

Full Text Available The focus of this research is to known the influence of Problem Based Learning (PBL model application, that intergrated with Islamic values based on ICT, toward the ability of higher-order thinkingskill and the strenghtening of students’ characters. This research is quasy experiment type with group design pretest-postest. The research was conducted in SMA.Sampling by means of random sampling, to determine the control class and experimentalclass.Data analysis technique used is the t-test, based on the value of significance, as well as test-effect size. The research data shows that the model of problem based learning integrates Islamic values based on ICThas positive influence towards the increasing of higher-order thinking skill and the strenghtening of students’ characters compared to the students that use conventional method.The result of effect size test on experimental class in on medium category. It means that the learning which use problem based learning (PBL model, integrated with Islamic values based on ICT, can be said effective on increasing higher order thinking skillof students.

Fostering Critical Thinking in Physical Education Students

Science.gov (United States)

Lodewyk, Ken R.

2009-01-01

Critical thinking is essentially "better thinking." When students think critically they consider complex information from numerous sources and perspectives in order to make a reasonable judgment that they can justify. It has been associated with academic qualities such as decision-making, creativity, reasoning, problem-solving, debating,…

Motivation, Critical Thinking and Academic Verification of High School Students' Information-seeking Behavior

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Z Hidayat

2017-06-01

Full Text Available High school students have known as Gen Y or Z and their media using can be understand on their information-seeking behavior. This research’s purposes were: 1 to analyze the students’ motivation; 2 to analyze the critical thinking and academic verification; 3 to analyze the information-seeking behavior. This study used quantitative approach through survey among 1125 respondents in nine clusters, i.e. Central, East, North, West, and South of Jakarta, Tangerang, Bekasi, Depok, and Bogor. Schools sampling based on "the best schools rank" by the government, while respondents have taken by accidental in each school. Construct of questionnaire included measurement of motivation, critical thinking and academic verification, and the information-seeking behavior at all. The results showed that the motivations of the use of Internet were dominated by habit to interact and be entertained while on the academic needs are still relatively small but increasing significantly. Students’ self-efficacy, performance and achievement goals tend to be high motives, however the science learning value, and learning environment stimulation were average low motives. High school students indicated that they think critically about the various things that become content primarily in social media but less critical of the academic information subjects. Unfortunately, high school students did not conducted academic verification on the data and information but students tend to do plagiarism. Key words: Student motivation, critical thinking, academic verification, information-seeking behavior, digital generation.

Development of E-Book Multimedia Model to Increase Critical Thinking of Senior High School Students

OpenAIRE

Suparno Suparno

2018-01-01

This study aims to develop the interactive e-book multimedia model to improve the students' critical thinking ability (KBK). Critical thinking is very important to develop because it provides a high level of reasoning thinking that provides permanent experience to students through conscious and controlled decision making in a rational, reflective, responsible manner with the optimization of potential. Flash-based e-book media is capable of interactively loading videos, pictures, practice ques...

Dorsomedial prefontal cortex supports spontaneous thinking per se.

Science.gov (United States)

Raij, T T; Riekki, T J J

2017-06-01

Spontaneous thinking, an action to produce, consider, integrate, and reason through mental representations, is central to our daily experience and has been suggested to serve crucial adaptive purposes. Such thinking occurs among other experiences during mind wandering that is associated with activation of the default mode network among other brain circuitries. Whether and how such brain activation is linked to the experience of spontaneous thinking per se remains poorly known. We studied 51 healthy subjects using a comprehensive experience-sampling paradigm during 3T functional magnetic resonance imaging. In comparison with fixation, the experiences of spontaneous thinking and spontaneous perception were related to activation of wide-spread brain circuitries, including the cortical midline structures, the anterior cingulate cortex and the visual cortex. In direct comparison of the spontaneous thinking versus spontaneous perception, activation was observed in the anterior dorsomedial prefrontal cortex. Modality congruence of spontaneous-experience-related brain activation was suggested by several findings, including association of the lingual gyrus with visual in comparison with non-verbal-non-visual thinking. In the context of current literature, these findings suggest that the cortical midline structures are involved in the integrative core substrate of spontaneous thinking that is coupled with other brain systems depending on the characteristics of thinking. Furthermore, involvement of the anterior dorsomedial prefrontal cortex suggests the control of high-order abstract functions to characterize spontaneous thinking per se. Hum Brain Mapp 38:3277-3288, 2017. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

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.

Theory into Practice: Best Practices for a School-Wide Approach to Critical Thinking Instruction.

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Kassem, Cherrie L.

Educators at one Georgia high school identified improved student proficiency in critical thinking as a major school goal. In order to infuse thinking skills instruction across the curriculum, a nine-member interdisciplinary team of teachers worked with a learning consultant for 1 year. Collaboration resulted in the development of a new model for…

Critical thinking dispositions among newly graduated nurses.

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Wangensteen, Sigrid; Johansson, Inger S; Björkström, Monica E; Nordström, Gun

2010-10-01

The aim of the study was to describe critical thinking dispositions among newly graduated nurses in Norway, and to study whether background data had any impact on critical thinking dispositions. Competence in critical thinking is one of the expectations of nursing education. Critical thinkers are described as well-informed, inquisitive, open-minded and orderly in complex matters. Critical thinking competence has thus been designated as an outcome for judging the quality of nursing education programmes and for the development of clinical judgement. The ability to think critically is also described as reducing the research-practice gap and fostering evidence-based nursing. A cross-sectional descriptive study was performed. The data were collected between October 2006 and April 2007 using the California Critical Thinking Disposition Inventory. The response rate was 33% (n = 618). Pearson's chi-square tests were used to analyse the data. Nearly 80% of the respondents reported a positive disposition towards critical thinking. The highest mean score was on the Inquisitiveness subscale and the lowest on the Truth-seeking subscale. A statistically significant higher proportion of nurses with high critical thinking scores were found among those older than 30 years, those with university education prior to nursing education, and those working in community health care. Nurse leaders and nurse teachers should encourage and nurture critical thinking among newly graduated nurses and nursing students. The low Truth-seeking scores found may be a result of traditional teaching strategies in nursing education and might indicate a need for more student-active learning models. © 2010 The Authors. Journal of Advanced Nursing © 2010 Blackwell Publishing Ltd.

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

Critical thinking dispositions among newly graduated nurses

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Wangensteen, Sigrid; Johansson, Inger S; Björkström, Monica E; Nordström, Gun

2010-01-01

wangensteen s., johansson i.s., björkström m.e. & nordström g. (2010) Critical thinking dispositions among newly graduated nurses. Journal of Advanced Nursing66(10), 2170–2181. Aim The aim of the study was to describe critical thinking dispositions among newly graduated nurses in Norway, and to study whether background data had any impact on critical thinking dispositions. Background Competence in critical thinking is one of the expectations of nursing education. Critical thinkers are described as well-informed, inquisitive, open-minded and orderly in complex matters. Critical thinking competence has thus been designated as an outcome for judging the quality of nursing education programmes and for the development of clinical judgement. The ability to think critically is also described as reducing the research–practice gap and fostering evidence-based nursing. Methods A cross-sectional descriptive study was performed. The data were collected between October 2006 and April 2007 using the California Critical Thinking Disposition Inventory. The response rate was 33% (n= 618). Pearson’s chi-square tests were used to analyse the data. Results Nearly 80% of the respondents reported a positive disposition towards critical thinking. The highest mean score was on the Inquisitiveness subscale and the lowest on the Truth-seeking subscale. A statistically significant higher proportion of nurses with high critical thinking scores were found among those older than 30 years, those with university education prior to nursing education, and those working in community health care. Conclusion Nurse leaders and nurse teachers should encourage and nurture critical thinking among newly graduated nurses and nursing students. The low Truth-seeking scores found may be a result of traditional teaching strategies in nursing education and might indicate a need for more student-active learning models. PMID:20384637

Helping Students Acquire Thinking Skills through Mathematics Instruction.

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Van Devender, Evelyn M.

1992-01-01

Describes three activities that the teacher can employ to help students develop thinking skills through mathematics instruction: (1) memorization using the technique of chunking; (2) higher order thinking with magic squares; and (3) predicting games. Identifies eight facets of the teacher's role in promoting thinking skills. (MDH)

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.

Upgrading geometry conceptual understanding and strategic competence through implementing rigorous mathematical thinking (RMT)

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Nugraheni, Z.; Budiyono, B.; Slamet, I.

2018-03-01

To reach higher order thinking skill, needed to be mastered the conceptual understanding and strategic competence as they are two basic parts of high order thinking skill (HOTS). RMT is a unique realization of the cognitive conceptual construction approach based on Feurstein with his theory of Mediated Learning Experience (MLE) and Vygotsky’s sociocultural theory. This was quasi-experimental research which compared the experimental class that was given Rigorous Mathematical Thinking (RMT) as learning method and the control class that was given Direct Learning (DL) as the conventional learning activity. This study examined whether there was different effect of two learning model toward conceptual understanding and strategic competence of Junior High School Students. The data was analyzed by using Multivariate Analysis of Variance (MANOVA) and obtained a significant difference between experimental and control class when considered jointly on the mathematics conceptual understanding and strategic competence (shown by Wilk’s Λ = 0.84). Further, by independent t-test is known that there was significant difference between two classes both on mathematical conceptual understanding and strategic competence. By this result is known that Rigorous Mathematical Thinking (RMT) had positive impact toward Mathematics conceptual understanding and strategic competence.

Improving Junior High Schools’ Critical Thinking Skills Based on Test Three Different Models of Learning

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Nur Miftahul Fuad

2017-01-01

Full Text Available The aims of this study were (1 to find out the differences in critical thinking skills among students who were given three different learning models: differentiated science inquiry combined with mind map, differentiated science inquiry model, and conventional model, (2 to find out the differences of critical thinking skills among male and female students. This study is a quasi-experimental research with pretest-posttest nonequivalent control group design. The population in this research is the seventh grade students of junior high schools in Kediri, Indonesia. The sample of the research is in the number of 96 students distributed in three classes at different schools. The data of critical thinking skills are gained from test scores and then analyzed using descriptive and inferential statistics through ANCOVA. The results of research revealed that there are different skills in critical thinking in different models. The highest skills in critical thinking are reached by students who were given differentiated science inquiry model combined with mind map in their learning. There are also differences in critical thinking skills between male and female students.

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

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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.

Improvement of The Ability of Junior High School Students Thinking Through Visual Learning Assisted Geo gbra Tutorial

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Elvi, M.; Nurjanah

2017-02-01

This research is distributed on the issue of the lack of visual thinking ability is a must-have basic ability of students in learning geometry. The purpose of this research is to investigate and elucide: 1) the enhancement of visual thinking ability of students to acquire learning assisted with geogebra tutorial learning: 2) the increase in visual thinking ability of students who obtained a model of learning assisted with geogebra and students who obtained a regular study of KAM (high, medium, and low). This research population is grade VII in Bandung Junior High School. The instruments used to collect data in this study consisted of instruments of the test and the observation sheet. The data obtained were analyzed using the test average difference i.e. Test-t and ANOVA Test one line to two lines. The results showed that: 1) the attainment and enhancement of visual thinking ability of students to acquire learning assisted geogebra tutorial better than students who acquire learning; 2) there may be differences of visual upgrade thinking students who acquire the learning model assisted with geogebra tutorial earn regular learning of KAM (high, medium and low).

The effect of high-fidelity patient simulation on the critical thinking and clinical decision-making skills of new graduate nurses.

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Maneval, Rhonda; Fowler, Kimberly A; Kays, John A; Boyd, Tiffany M; Shuey, Jennifer; Harne-Britner, Sarah; Mastrine, Cynthia

2012-03-01

This study was conducted to determine whether the addition of high-fidelity patient simulation to new nurse orientation enhanced critical thinking and clinical decision-making skills. A pretest-posttest design was used to assess critical thinking and clinical decision-making skills in two groups of graduate nurses. Compared with the control group, the high-fidelity patient simulation group did not show significant improvement in mean critical thinking or clinical decision-making scores. When mean scores were analyzed, both groups showed an increase in critical thinking scores from pretest to posttest, with the high-fidelity patient simulation group showing greater gains in overall scores. However, neither group showed a statistically significant increase in mean test scores. The effect of high-fidelity patient simulation on critical thinking and clinical decision-making skills remains unclear. Copyright 2012, SLACK Incorporated.

Thinking style preferences among librarians in public and special libraries in the Ljubljana region

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Simona Senica

2005-01-01

Full Text Available The paper presents Sternberg’s theory of mental self-government that makes an unique contribution to the understanding of human individual differences. In order to investigate individual differences of librarians in public and special libraries in the Ljubljana region, the Thinking Styles Inventory was applied to determine the styles of thinking according to Sternberg’s theory of mental self-government. Building on the acquired data, some differences in styles of thinking in regard to demographic variable are highlighted. The results point out that the profile of thinking styles of librarians shows high levels for the external and liberal thinking styles, and modest levels for internal, conservative, global and local thinking styles. Some comparisons with other studies are drawn, and a few proposals for further research on the individual differences are suggested.

Improving the critical thinking skills of junior high school students on Earth and Space Science (ESS) materials

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Marlina, L.; Liliasari; Tjasyono, B.; Hendayana, S.

2018-05-01

Critical thinking skills need to be developed in students. With critical thinking skills, students will be able to understand the concept with more depth easily, be sensitive with problems that occur, understand and solve problems that occur in their surroundings, and apply the concepts in different situations. Earth and Space Science (ESS) material is part of the science subjects given from elementary school to college. This research is a test of research program with quantitative method. This study aims to investigate the improvement of critical thinking skills of students through training of science teachers in junior high school in designing learning media for teaching ESS. With samples of 24 science teachers and 32 students of grade 7th in junior high school which are chosen by purposive sampling in a school in Ogan Ilir District, South Sumatra, obtained average pre-test and post-test scores of students’ critical thinking skills are 52.26 and 67.06 with an average N-gain of 0.31. A survey and critical thinking skills based-test were conducted to get the data. The results show positive impact and an increase in students’ critical thinking skills on the ESS material.

A Test of High-Order Thinking

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Libresco, Andrea S.

2007-01-01

In this article, the author presents a case study of three fourth grade teachers in New York, a state that administers an elementary social studies test, constructed by teachers, that relies on the use of documents in the majority of its questions. Throughout the 2002-2003 school year, the three teachers were observed during every unit of social…

An Examination of Critical Thinking Skills in High School Choral Rehearsals

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Garrett, Matthew L.

2013-01-01

The purpose of this study was to examine the relationship between time spent in nonperformance and critical thinking activities in high school choral rehearsals. Eighteen rehearsal observations were collected from public school music programs. Observed rehearsal behaviors were coded into three categories of nonperformance activity: lower-order…

Motivation, Critical Thinking and Academic Verification of High School Students' Information-seeking Behavior

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Z Hidayat

2018-01-01

Full Text Available High school students have known as Gen Y or Z and their media using can be understand on their information-seeking behavior. This research’s purposes were: 1 to analyze the students’ motivation; 2 to analyze the critical thinking and academic verification; 3 to analyze the information-seeking behavior. This study used quantitative approach through survey among 1125 respondents in nine clusters, i.e. Central, East, North, West, and South of Jakarta, Tangerang, Bekasi, Depok, and Bogor. Schools sampling based on "the best schools rank" by the government, while respondents have taken by accidental in each school. Construct of questionnaire included measurement of motivation, critical thinking and academic verification, and the information-seeking behavior at all. The results showed that the motivations of the use of Internet were dominated by habit to interact and be entertained while on the academic needs are still relatively small but increasing significantly. Students’ self-efficacy, performance and achievement goals tend to be high motives, however the science learning value, and learning environment stimulation were average low motives. High school students indicated that they think critically about the various things that become content primarily in social media but less critical of the academic information subjects. Unfortunately, high school students did not conducted academic verification on the data and information but students tend to do plagiarism.

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.

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…

Effectiveness of guided inquiry learning model to improve students’ critical thinking skills at senior high school

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Nisa, E. K.; Koestiari, T.; Habibbulloh, M.; Jatmiko, Budi

2018-03-01

This research aimed to describe the effectiveness of guided inquiry learning model to improve students' critical thinking skills. Subjects in the research were 90 students at three groups of senior high school grade X on Tarik (Indonesia), which follows a physics lesson on static fluid material in academic year 2016/2017. The research was used one group pre-test and post-test design. Before and after being given physics learning with guided discovery learning model, students in the three groups were given the same test (pre-test and post-test). The results of this research showed: 1) there is an increased score of students' critical thinking skills in each group on α = 5%; 2) average N-gain of students' critical thinking skills of each group is a high category; and 3) average N-gain of the three groups did not differ. The conclusion of this research is that learning model of guided inquiry effective to improve students' critical thinking skills.

Does Mindfulness Enhance Critical Thinking? Evidence for the Mediating Effects of Executive Functioning in the Relationship between Mindfulness and Critical Thinking

OpenAIRE

Noone, Chris; Bunting, Brendan; Hogan, Michael J.

2016-01-01

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 proce...

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.

Designing Lesson Plan Based on Critical Thinking for Language Classes

OpenAIRE

Norwanto, Norwanto

2011-01-01

Critical thinking includes a process of reasoning in thinking as stated by some scholars. In the process, there is universal standard to follow: clarity, accuracy, precision, relevance, depth, breadth, logic, and fairness. In language classes, critical thinking creates active classes. To bring critical thinking to classes, Bloom’s Taxonomy and critical thinking strategies can be working definition in order critical thinking to be applied to pedagogical materials in a practical way. Steps for ...

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…

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

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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. 

Development of E-Book Multimedia Model to Increase Critical Thinking of Senior High School Students

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Suparno Suparno

2018-03-01

Full Text Available This study aims to develop the interactive e-book multimedia model to improve the students' critical thinking ability (KBK. Critical thinking is very important to develop because it provides a high level of reasoning thinking that provides permanent experience to students through conscious and controlled decision making in a rational, reflective, responsible manner with the optimization of potential. Flash-based e-book media is capable of interactively loading videos, pictures, practice questions and learning with directed directions from the teacher. The research method developed is research and development. The output products are learning plan, KBK evaluation question, flash-based interactive e-book multimedia, and quasi experiment to see media effectiveness to KBK. The results showed that e-book multimedia is able to significantly increase the KBK of high school students in economic learning.

Verbal and visual divergent thinking in aging.

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Palmiero, Massimiliano; Nori, Raffaella; Piccardi, Laura

2017-04-01

According to the peak and decline model divergent thinking declines at a specific age (in or after middle age). However, if divergent thinking declines steadily in aging still has to be clarified. In order to explore the age-related changes in verbal and visual divergent thinking, in the present study a sample of 159 participants was divided in five age groups: young adults (18-35 years), middle-aged adults (36-55), young old (56-74), old (75-85) and the oldest-old (86-98). Two divergent thinking tasks were administered: the alternative uses for cardboard boxes, aimed at assessing verbal ideational fluency, flexibility and originality; the completion drawing task, aimed at assessing visual ideational fluency, flexibility and originality. Results showed that after peaking in the young adult group (20-35 years) all components of verbal and visual divergent thinking stabilized in the middle-aged adult group (36-55 years) and then started declining in the young old group (56-75). Interestingly, all components were found to be preserved after declining. Yet, verbal and visual divergent thinking were found at the same extent across age groups, with the exception of visual ideational fluency, that was higher in the young old group, the old group and the oldest-old group than verbal ideational fluency. These results support the idea that divergent thinking does not decline steadily in the elderly. Given that older people can preserve to some extent verbal and visual divergent thinking, these findings have important implications for active aging, that is, divergent thinking might be fostered in aging in order to prevent the cognitive decline.

Effects of Teaching Critical Thinking within an Integrated Nursing Curriculum

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Brown Basone', Lauren

2014-01-01

Nursing students need to think critically in order to pass their nursing courses and the critical thinking portion of the national licensure exam. To improve students' critical thinking skills, a nursing program in the southern United States recently required that 4th semester students take a 1-credit critical thinking course. This study evaluated…

EFFECTS OF SCIENTIFIC INQUIRY LEARNING MODEL AND LOGICAL THINKING ABILITY OF HIGH SCHOOL STUDENTS SCIENCE PROCESS SKILLS

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M. Akhyar Lubis

2017-09-01

Full Text Available This study aimed to analyze whether the results of science process skills of students. Who are taught by the teaching model scientific inquiry better than conventional learning, to analyze whether the results of science process skills of students? Who can think logically high is better than the students who have the potential to think logically low, analyze whether there is an interaction between scientific inquiry learning model with logical thinking skills to students' science process skills. This research is a quasi-experimental design with the two-group pretest-posttest design. The study population is all students of class X SMA Negeri 4 Padangsidimpuan semester II academic year 2016/2017. The The research instrument consists of two types: science process skills instrument consists of 10 questions in essay form which has been declared valid and reliable, and the instrument ability to think logically in the form of multiple choice is entirely groundless and complements (combination. The resulting data, analyzed by using two path Anava. The results showed that science process skills of students who are taught by the teaching model scientific inquiry better than conventional learning. Science process skills of students who can think logically high are better than the students who can think logically low, and there is an interaction between learning model scientific inquiry and conventional learning with the ability to think logically to improve students' science process skills.

High-order finite volume advection

OpenAIRE

Shaw, James

2018-01-01

The cubicFit advection scheme is limited to second-order convergence because it uses a polynomial reconstruction fitted to point values at cell centres. The highOrderFit advection scheme achieves higher than second order by calculating high-order moments over the mesh geometry.

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…

Pushing Critical Thinking Skills With Multiple-Choice Questions: Does Bloom's Taxonomy Work?

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Zaidi, Nikki L Bibler; Grob, Karri L; Monrad, Seetha M; Kurtz, Joshua B; Tai, Andrew; Ahmed, Asra Z; Gruppen, Larry D; Santen, Sally A

2018-06-01

Medical school assessments should foster the development of higher-order thinking skills to support clinical reasoning and a solid foundation of knowledge. Multiple-choice questions (MCQs) are commonly used to assess student learning, and well-written MCQs can support learner engagement in higher levels of cognitive reasoning such as application or synthesis of knowledge. Bloom's taxonomy has been used to identify MCQs that assess students' critical thinking skills, with evidence suggesting that higher-order MCQs support a deeper conceptual understanding of scientific process skills. Similarly, clinical practice also requires learners to develop higher-order thinking skills that include all of Bloom's levels. Faculty question writers and examinees may approach the same material differently based on varying levels of knowledge and expertise, and these differences can influence the cognitive levels being measured by MCQs. Consequently, faculty question writers may perceive that certain MCQs require higher-order thinking skills to process the question, whereas examinees may only need to employ lower-order thinking skills to render a correct response. Likewise, seemingly lower-order questions may actually require higher-order thinking skills to respond correctly. In this Perspective, the authors describe some of the cognitive processes examinees use to respond to MCQs. The authors propose that various factors affect both the question writer and examinee's interaction with test material and subsequent cognitive processes necessary to answer a question.

High-Order Frequency-Locked Loops

DEFF Research Database (Denmark)

Golestan, Saeed; Guerrero, Josep M.; Quintero, Juan Carlos Vasquez

2017-01-01

In very recent years, some attempts for designing high-order frequency-locked loops (FLLs) have been made. Nevertheless, the advantages and disadvantages of these structures, particularly in comparison with a standard FLL and high-order phase-locked loops (PLLs), are rather unclear. This lack...... study, and its small-signal modeling, stability analysis, and parameter tuning are presented. Finally, to gain insight about advantages and disadvantages of high-order FLLs, a theoretical and experimental performance comparison between the designed second-order FLL and a standard FLL (first-order FLL...

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.

Developing Critical-Thinking Dispositions in a Listening/Speaking Class

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Ordem, Eser

2017-01-01

Studies on critical thinking (CT) in education have been of paramount importance in recent decades to help individuals develop skills such as analyzing, synthesizing, higher-order thinking, and assessing. In line with such studies, this study aims to examine aspects of critical thinking dispositions of Turkish adult learners of English in a…

The Perseverative Thinking Questionnaire in Patients with Persecutory Delusions.

Science.gov (United States)

Černis, Emma; Dunn, Graham; Startup, Helen; Kingdon, David; Wingham, Gail; Evans, Nicole; Lister, Rachel; Pugh, Katherine; Cordwell, Jacinta; Mander, Helen; Freeman, Daniel

2016-07-01

Ruminative negative thinking has typically been considered as a factor maintaining common emotional disorders and has recently been shown to maintain persecutory delusions in psychosis. The Perseverative Thinking Questionnaire (PTQ) (Ehring et al., 2011) is a transdiagnostic measure of ruminative negative thinking that shows promise as a "content-free" measure of ruminative negative thinking. The PTQ has not previously been studied in a psychosis patient group. In this study we report for the first time on the psychometric properties of Ehring et al.'s PTQ in such a group. The PTQ was completed by 142 patients with current persecutory delusions and 273 non-clinical participants. Participants also completed measures of worry and paranoia. A confirmatory factor analysis was performed on the clinical group's PTQ responses to assess the factor structure of the measure. Differences between groups were used to assess criterion reliability. A three lower-order factor structure of the PTQ (core characteristics of ruminative negative thinking, perceived unproductiveness, and capturing mental capacity) was replicated in the clinical sample. Patients with persecutory delusions were shown to experience significantly higher levels of ruminative negative thinking on the PTQ than the general population sample. The PTQ demonstrated high internal reliability. This study did not include test-retest data, and did not compare the PTQ against a measure of depressive rumination but, nevertheless, lends support for the validity of the PTQ as a measure of negative ruminative thinking in patients with psychosis.

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.

Real-World Problems: Engaging Young Learners in Critical Thinking

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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…

Critical Thinking Skills of an Eighth Grade Male Student with High Mathematical Ability in Solving Problem

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Ismail

2018-01-01

This study aims to describe student’s critical thinking skill of grade VIII in solving mathematical problem. A qualitative research was conducted to a male student with high mathematical ability. Student’s critical thinking skill was obtained from a depth task-based interview. The result show that male student’s critical thinking skill of the student as follows. In understanding the problem, the student did categorization, significance decoding, and meaning clarification. In devising a plan he examined his ideas, detected his argument, analyzed his argument and evaluated his argument. During the implementation phase, the skill that appeared were analyzing of the argument and inference skill such as drawing conclusion, deliver alternative thinking, and problem solving skills. At last, in rechecking all the measures, they did self-correcting and self-examination.

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.

The effectiveness of web-programming module based on scientific approach to train logical thinking ability for students in vocational high school

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Nashiroh, Putri Khoirin; Kamdi, Waras; Elmunsyah, Hakkun

2017-09-01

Web programming is a basic subject in Computer and Informatics Engineering, a program study in a vocational high school. It requires logical thinking ability in its learning activities. The purposes of this research were (1) to develop a web programming module that implement scientific approach that can improve logical thinking ability for students in vocational high school; and (2) to test the effectiveness of web programming module based on scientific approach to train students' logical thinking ability. The results of this research was a web-programming module that apply scientific approach for learning activities to improve logical thinking ability of students in the vocational high school. The results of the effectiveness test of web-programming module give conclusion that it was very effective to train logical thinking ability and to improve learning result, this conclusion was supported by: (1) the average of posttest result of students exceeds the minimum criterion value, it was 79.91; (2) the average percentage of students' logical thinking score is 82,98; and (3) the average percentage of students' responses to the web programming module was 81.86%.

Using Rasch models to develop and validate an environmental thinking learning progression

Science.gov (United States)

Hashimoto-Martell, Erin A.

Environmental understanding is highly relevant in today's global society. Social, economic, and political structures are connected to the state of environmental degradation and exploitation, and disproportionately affect those in poor or urban communities (Brulle & Pellow, 2006; Executive Order No. 12898, 1994). Environmental education must challenge the way we live, and our social and ecological quality of life, with the goal of responsible action. The development of a learning progression in environmental thinking, along with a corresponding assessment, could provide a tool that could be used across environmental education programs to help evaluate and guide programmatic decisions. This study sought to determine if a scale could be constructed that allowed individuals to be ordered along a continuum of environmental thinking. First, I developed the Environmental Thinking Learning Progression, a scale of environmental thinking from novice to advanced, based on the current available research and literature. The scale consisted of four subscales, each measuring a different aspect of environmental thinking: place consciousness, human connection, agency, and science concepts. Second, a measurement instrument was developed, so that the data appropriately fit the model using Rasch analysis. A Rasch analysis of the data placed respondents along a continuum, given the range of item difficulty for each subscale. Across three iterations of instrument revision and data collection, findings indicated that the items were ordered in a hierarchical way that corresponded to the construct of environmental thinking. Comparisons between groups showed that the average score of respondents who had participated in environmental education programs was significantly higher than those who had not. A comparison between males and females showed no significant difference in average measure, however, there were varied significant differences between how racial/ethnic groups performed. Overall

Using hot lab to increase pre-service physics teacher’s critical thinking skills related to the topic of RLC circuit

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Malik, A.; Setiawan, A.; Suhandi, A.; Permanasari, A.; Samsudin, A.; Safitri, D.; Lisdiani, S. A. S.; Sapriadil, S.; Hermita, N.

2018-05-01

This research purposes to explore the used of Higher Order Thinking Laboratory (HOT-Lab) in enhancing the critical thinking skills of pre-service teachers related to the topic of Resistors, Inductors, Capacitor (RLC circuit). This study utilised a quasi-experiment method with Pretest-Posttest Control Group design. The sample of the study was 60 students that were divided into two groups covering in experiment and control group, consists of 30 students. The instrument for measuring critical thinking skills is essay test. Data has been analyzed using normalized gain average, effect size, and t-test. The results show that students’ critical thinking skills using the HOT Lab are higher than the verification lab. Using HOT-lab was implemented in the form of activity in the laboratory can improve high-order thinking skills. Hence, it was concluded that the use of HOT Lab had a greater impact on improving students’ critical thinking skills on RLC topic. Finally, HOT Lab can be used for other physics topics.

The Sustainability Cone - A holistic framework to integrate sustainability thinking into manufacturing

DEFF Research Database (Denmark)

Rödger, Jan-Markus; Bey, Niki; Alting, Leo

2016-01-01

Integrating sustainability into manufacturing is a multifaceted endeavour. Global sustainability aspects and specific manufacturing success factors have to be combined with life cycle thinking in order to get the holistic view on manufacturing which is needed to make truly sustainability-oriented......Integrating sustainability into manufacturing is a multifaceted endeavour. Global sustainability aspects and specific manufacturing success factors have to be combined with life cycle thinking in order to get the holistic view on manufacturing which is needed to make truly sustainability...... - as the missing link which closes these gaps by providing necessary holistic and consistent overview while being aligned with established stage-gate project execution models, thus ensuring practical applicability as shown for a highly automated production cell. The paper shows how to apply life cycle target...

Development of Critical Thinking with Metacognitive Regulation

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Gotoh, Yasushi

2016-01-01

In this research the author defines critical thinking as the set of skills and dispositions which enable one to solve problems logically and to attempt to reflect autonomously by means of Metacognitive regulation on one's own problem-solving processes. In order to develop their critical thinking, it is important for students to be able to use this…

Analysis of students critical thinking skills in socio-scientific issues of biodiversity subject

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Santika, A. R.; Purwianingsih, W.; Nuraeni, E.

2018-05-01

Critical thinking is a skills the which students should have in order to face 21st century demands. Critical thinking skills can help people in facing their daily problems, especially problems roommates relate to science. This research is aimed to analyze students critical thinking skills in socio-scientific issues of biodiversity subject. The method used in this research was descriptive method. The research subject is first-grade students’ in senior high school. The data collected by interview and open-ended question the which classified based on framework : (1) question at issue, (2) information (3) purpose (4) concepts (5) assumptions, (6) point of view, (7) interpretation and inference, and (8) implication and consequences, then it will be assessed by using rubrics. The result of the data showed students critical thinking skills in socio-scientific issues of biodiversity subject is in low and medium category. Therefore we need a learning activity that is able to develop student’s critical thinking skills, especially regarding issues of social science.

Team Based Engineering Design Thinking

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Mentzer, Nathan

2014-01-01

The objective of this research was to explore design thinking among teams of high school students. This objective was encompassed in the research question driving the inquiry: How do teams of high school students allocate time across stages of design? Design thinking on the professional level typically occurs in a team environment. Many…

Constructive Thinking Strategies in College Students

Directory of Open Access Journals (Sweden)

Ofelia Contreras Gutiérrez

2011-01-01

Full Text Available The aim of this paper was to identify the strategies of constructive thinking that are used by university students. Constructive thinking is the automatic representation of the world, ourselves, and the future, it direct our actions to solve everyday problems. Results show that, there are no significant differences in global constructive thinking between male and female students. Although, exist differences in the copy style: men are better at emotional copies, they diminish the emotional cost of the events, and overcame faster negative experiences, they also show higher self-esteem. Women, on the other hand, show better strategies in order to solve problems (behavioral copy.

The Impact of Problem-Based Learning Approach to Senior High School Students’ Mathematics Critical Thinking Ability

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Reviandari Widyatiningtyas

2015-07-01

Full Text Available The study was report the findings of an only post-test control group research design and aims to analyze the influence of problem-based learning approach, school level, and students’ prior mathematical ability to student’s mathematics critical thinking ability. The research subjects were 140 grade ten senior high school students coming from excellent and moderate school level. The research instruments a set of mathematical critical thinking ability test, and the data were analyzed by using two ways ANOVA and t-test. The research found that the problem based learning approach has significant impact to the ability of students’ mathematics critical thinking in terms of school level and students’ prior mathematical abilities. Furthermore. This research also found that there is no interaction between learning approach and school level, and learning approach and students’ prior mathematics ability to students’ mathematics critical thinking ability.

Enhancing students’ critical thinking skills through critical thinking assessment in calculus course

Science.gov (United States)

Zulfaneti; Edriati, S.; Mukhni

2018-01-01

This study aims to determine the development of students’ critical thinking skills through the implementation of critical thinking instruments in Calculus lectures. The instruments consist of observation sheets, critical thinking test, self-assessment, peer assessment and portfolio. The research was a qualitative research; with the participants were 53 first-year students who take Integral Calculus in Mathematics Education Department STKIP PGRI Sumatera Barat representing high-ability students, medium and low. The data in this study were collected by tests, interviews, observations and field notes. Data were analyzed descriptively; data reduction, data presentation, and conclusions. For testing the validity of data, it was used credibility test data by increasing persistence and triangulation. The results showed that in high-level students there is a change of ability from Critical enough to be Very Critical, in the students with moderate and low ability there is a change of ability from Uncritical to Critical. So it can be concluded that the assessment instruments have a good contribution and can improve the ability of critical thinking.

Compositional Homology and Creative Thinking

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Salvatore Tedesco

2015-05-01

Full Text Available The concept of homology is the most solid theoretical basis elaborated by the morphological thinking during its history. The enucleation of some general criteria for the interpretation of homology is today a fundamental tool for life sciences, and for restoring their own opening to the question of qualitative innovation that arose so powerfully in the original Darwinian project. The aim of this paper is to verify the possible uses of the concept of compositional homology in order to provide of an adequate understanding of the dynamics of creative thinking.

Guided Inquiry with Cognitive Conflict Strategy: Drilling Indonesian High School Students’ Creative Thinking Skills

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Syadzili, A. F.; Soetjipto; Tukiran

2018-01-01

This research aims to produce physics learning materials in Indonesian high school using guided inquiry with cognitive conflict strategy to drill students’ creative thinking skills in a static fluid learning. This development research used 4D model with one group pre-test and post-test design implemented in the eleventh grade students in the second semester of 2016/2017 academic year. The data were collected by validation sheets, questionnaires, tests and observations, while data analysis techniques is descriptive quantitative analysis. This research obtained several findings, they are : the learning material developed had an average validity score with very valid category. The lesson plan can be implemented very well. The students’ responses toward the learning process were very possitive with the students’ interest to follow the learning. Creative thinking skills of student before the implementation of product was inadequate, then it is very creative after product was implemented. The impacts of the research suggest that guided inquiry may stimulate the students to think creatifly.

The Use of Critical Thinking in Social Science Textbooks of High School: A Field Study of Fars Province in Iran

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Seyed Ahmad Hashemi

2011-01-01

Full Text Available This study aims at investigating the use of critical thinking in high school social science textbooks based on Fars Province teachers' attitudes in order to present a model for textbook development. To achieve this goal, the use of the following skills in the social science textbooks was analyzed: reasoning, questioning, assessment of examples and statements, group work, interpretation, true judgment about issues, analysis and evaluation, logicality, and explicitness. It is a field study which was conducted in several high schools of Fars Province in Iran. The population of this study included 568 social science teachers. The sample was selected based on the stratified random sampling procedure so that 153 teachers participated in this study. The data were collected using a forty-four-item questionnaire based on Likert-scale, which was developed and validated by the researcher himself and some experts. The reliability coefficient was also estimated as 0.86. The data were analyzed through descriptive statistics (frequency, percentage, standard deviation, and coefficient of variations and inferential statistics (Chi-square and Kruskal-Wallis Non-parametric tests. The result showed that the teachers of the Social Studies Textbook evaluated assessment of examples and statements, and analysis and evaluation skills as not satisfactory respectively. They evaluated the other skills as fairly satisfactory. Teachers of Sociology Textbook 1 evaluated explicitness, assessment of examples and statements, analysis and evaluation, and interpretation skills as not satisfactory respectively. They also evaluated other skills as fairly satisfactory. Teachers of Sociology Textbook 2 evaluated explicitness as not satisfactory, logicality as satisfactory, and other skills as fairly satisfactory. Therefore it is possible to rank order the social science textbooks of high school as satisfactory and not satisfactory with regard to the use of critical thinking. In other

The Effects of Moderate- and High-Fidelity Patient Simulator Use on Critical Thinking in Associate Degree Nursing Students

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Vieck, Jana

2013-01-01

The purpose of this study was to examine the impact of moderate- and high-fidelity patient simulator use on the critical thinking skills of associate degree nursing students. This quantitative study used a quasi-experimental design and the Health Sciences Reasoning Test (HSRT) to evaluate the critical thinking skills of third semester nursing…

Thinking inside the Box

Science.gov (United States)

Demski, Jennifer

2012-01-01

When one thinks of 21st century schools, one thinks of geometric modern architecture, sustainable building materials, and high-tech modular classrooms. It's rare, though, that a district has the space or the money to build that school from the ground up. Instead, the challenge for most is the transformation of the 20th century architecture to…

Multiscale high-order/low-order (HOLO) algorithms and applications

International Nuclear Information System (INIS)

Chacón, L.; Chen, G.; Knoll, D.A.; Newman, C.; Park, H.; Taitano, W.; Willert, J.A.; Womeldorff, G.

2017-01-01

We review the state of the art in the formulation, implementation, and performance of so-called high-order/low-order (HOLO) algorithms for challenging multiscale problems. HOLO algorithms attempt to couple one or several high-complexity physical models (the high-order model, HO) with low-complexity ones (the low-order model, LO). The primary goal of HOLO algorithms is to achieve nonlinear convergence between HO and LO components while minimizing memory footprint and managing the computational complexity in a practical manner. Key to the HOLO approach is the use of the LO representations to address temporal stiffness, effectively accelerating the convergence of the HO/LO coupled system. The HOLO approach is broadly underpinned by the concept of nonlinear elimination, which enables segregation of the HO and LO components in ways that can effectively use heterogeneous architectures. The accuracy and efficiency benefits of HOLO algorithms are demonstrated with specific applications to radiation transport, gas dynamics, plasmas (both Eulerian and Lagrangian formulations), and ocean modeling. Across this broad application spectrum, HOLO algorithms achieve significant accuracy improvements at a fraction of the cost compared to conventional approaches. It follows that HOLO algorithms hold significant potential for high-fidelity system scale multiscale simulations leveraging exascale computing.

Multiscale high-order/low-order (HOLO) algorithms and applications

Energy Technology Data Exchange (ETDEWEB)

Chacón, L., E-mail: chacon@lanl.gov [Los Alamos National Laboratory, Los Alamos, NM 87545 (United States); Chen, G.; Knoll, D.A.; Newman, C.; Park, H.; Taitano, W. [Los Alamos National Laboratory, Los Alamos, NM 87545 (United States); Willert, J.A. [Institute for Defense Analyses, Alexandria, VA 22311 (United States); Womeldorff, G. [Los Alamos National Laboratory, Los Alamos, NM 87545 (United States)

2017-02-01

We review the state of the art in the formulation, implementation, and performance of so-called high-order/low-order (HOLO) algorithms for challenging multiscale problems. HOLO algorithms attempt to couple one or several high-complexity physical models (the high-order model, HO) with low-complexity ones (the low-order model, LO). The primary goal of HOLO algorithms is to achieve nonlinear convergence between HO and LO components while minimizing memory footprint and managing the computational complexity in a practical manner. Key to the HOLO approach is the use of the LO representations to address temporal stiffness, effectively accelerating the convergence of the HO/LO coupled system. The HOLO approach is broadly underpinned by the concept of nonlinear elimination, which enables segregation of the HO and LO components in ways that can effectively use heterogeneous architectures. The accuracy and efficiency benefits of HOLO algorithms are demonstrated with specific applications to radiation transport, gas dynamics, plasmas (both Eulerian and Lagrangian formulations), and ocean modeling. Across this broad application spectrum, HOLO algorithms achieve significant accuracy improvements at a fraction of the cost compared to conventional approaches. It follows that HOLO algorithms hold significant potential for high-fidelity system scale multiscale simulations leveraging exascale computing.

Exploring Issues about Computational Thinking in Higher Education

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Czerkawski, Betul C.; Lyman, Eugene W., III

2015-01-01

The term computational thinking (CT) has been in academic discourse for decades, but gained new currency in 2006, when Jeanette Wing used it to describe a set of thinking skills that students in all fields may require in order to succeed. Wing's initial article and subsequent writings on CT have been broadly influential; experts in…

Systems thinking for assistive technology: a commentary on the GREAT summit.

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MacLachlan, Malcolm; Scherer, Marcia

2018-05-17

The area of assistive technology has a long history of technological ingenuity and innovation. In order to ensure that the benefits of assistive technology are equitably distributed across the population and life course, it is necessary to adopt a systemic approach to the area. We describe examples of systems thinking and non-systems thinking across 10 Ps. These Ps are People (or users, as the primary beneficiaries of assistive technology), Policy, Products, Personnel, Provision (as key strategic drivers at systems level); and Procurement, Place, Pace, Promotion and Partnership (as key situational factors for systems). Together these Ps should constitute a framework for an "open" system that can evolve and adapt, that empowers users, inter-connects key components and locates these in the reality of differing contexts. The adoption of a stronger systems thinking perspective within the assistive technology field should allow for more equitable, more resilient and more sustainable assistive technology across high, middle- and low-income contexts and countries. Implications for Rehabilitation The progress of assistive technology provison has been hampered by disconnected initiatives and activities and this needs to be corrected. Systems thinking is a way of thinking about the connections between things and how these are influenced by contextual and other factors. By encouraging the providers and users of assitive technology to think more systemically we can provide a more cohesive and resilient systems. The user experience is the central component of systems thinking in assistive technologies.

The Effect of Higher Order Thinking Skill Instruction on EFL Reading Ability

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Nava Nourdad

2018-05-01

Full Text Available This quantitative and quasi-experimental study dealt with the effect of the teaching higher order thinking (HOT on the reading comprehension ability of foreign language learners. Since reading ability plays a crucial role in learners’ education, it is language teachers’ mission to be aware of the useful and beneficial strategies to improve their students’ reading comprehension ability. Considering the fruitful results of applying HOT skills in education, the present study was conducted to investigate the effect of their instruction on students’ reading comprehension ability. To achieve the objectives of the study, a group of 236 male and female university students majoring in various fields but all taking General English course was selected by convenience sampling. They were randomly assigned into two groups of control and experimental. PET test was applied to homogenize the participants of the two study groups. The study followed pre-test, treatment, post-test design. While the experimental group followed a nine-session treatment on strategies of HOT, the control group was instructed through conventional method determined by the course book. The results of independent samples t-test revealed the positive effect of teaching HOT skills on improving reading comprehension ability of adult EFL learners. Pedagogical implications of these findings for language learners, language teachers, course book developers, and educational policy makers are discussed.

Critical thinking level in geometry based on self-regulated learning

Science.gov (United States)

Bayuningsih, A. S.; Usodo, B.; Subanti, S.

2018-03-01

Critical thinking ability of mathematics students affected by the student’s ability in solving a specific problem. This research aims to determine the level of critical thinking (LCT) students in solving problems of geometry regarding self-regulated learning (SRL) students. This is a qualitative descriptive study with the purpose to analyze the level of Junior High School student’s critical thinking in the Regency of Banyumas. The subject is taken one student from each category SRL (high, medium and low). Data collection is given problem-solving tests to find out the level of critical thinking student, questionnaire, interview and documentation. The result of the research shows that student with SRL high is at the level of critical thinking 2, then a student with SRL medium is at the level of critical thinking 1 and student with SRL low is at the level of critical thinking 0. So students with SRL high, medium or low can solve math problems based on the critical thinking level of each student.

An Implementation Of Icare Approach (Introduction, Connection, Application, Reflection, Extension) to Improve The Creative Thinking Skills

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Carni; Maknun, J.; Siahaan, P.

2017-02-01

This study is aimed to get an overview about the increase of creative thinking skills in ten grades high school students as the impact of the implementation of the ICARE approach to the dynamic electrical material. This study is using pre-experimental method. And, the research design is one-group-pretest-posttest. In this case, the participants of this study are students in ten grades in one senior high school in West Java which is randomly selected. The data is collected from the students by doing pretest and posttest in order to measure the increase of students’ creative thinking skills. In the final analysis, the results of this study presents that the implementation of the ICARE approach generally increase the students’ creative thinking skills. The result of the N-Gain showed that the students’ creative thinking skills increased by the average score of 0.52, categorized as medium. This is caused by the implementation of ICARE approach to the application stage.

An Analysis of Mathematics Teacher Candidates' Critical Thinking Dispositions and Their Logical Thinking Skills

Science.gov (United States)

Incikabi, Lutfi; Tuna, Abdulkadir; Biber, Abdullah Cagri

2013-01-01

This study aimed to investigate the existence of the relationship between mathematics teacher candidates' critical thinking skills and their logical thinking dispositions in terms of the variables of grade level in college, high school type, and gender. The current study utilized relational survey model and included a total of 99 mathematics…

The Re-Think Tree.

Science.gov (United States)

Gear, Jim

1993-01-01

The Re-Think Tree is a simple framework to help individuals assess and improve their behaviors related to environmental issues. The branches of the tree in order of priority are refuse, reduce, re-use, and recycle. Roots of the tree include such things as public opinion, education, and watchdog groups. (KS)

[The application of creative thinking teaching in nursing education].

Science.gov (United States)

Ku, Ya-Lie; Chang, Ching-Feng; Kuo, Chien-Lin; Sheu, Sheila

2010-04-01

Nursing education is increasingly expected to cultivate nursing student creative abilities in line with general Ministry of Education promotion of greater creativity within education and the greater leeway for creativity won domestically for nurses by professional nursing organizations. Creative thinking has been named by education experts in the United States as the third most important goal of nursing education. However, nursing students in Taiwan have been shown to test lower in terms of creativity than students enrolled in business management. Leaders in nursing education should consider methods by which to improve the creative thinking capabilities of nursing students. Articles in the literature indicate that courses in creative studies are concentrated in the field of education, with few designed specifically for nursing. The teaching of constructing creative thinking is particularly weak in the nursing field. The purpose of this article was to review literature on education and nursing in order to explore current definitions, teaching strategies, and evaluation approaches related to creativity, and to develop a foundation for teaching creativity in nursing. The authors hope that an appropriate creative thinking course for nursing students may be constructed by referencing guidance provided in this in order to further cultivate creative thinking abilities in nursing students that will facilitate their application of creative thinking in their future clinical practicum.

An Arithmetic-Algebraic Work Space for the Promotion of Arithmetic and Algebraic Thinking: Triangular Numbers

Science.gov (United States)

Hitt, Fernando; Saboya, Mireille; Cortés Zavala, Carlos

2016-01-01

This paper presents an experiment that attempts to mobilise an arithmetic-algebraic way of thinking in order to articulate between arithmetic thinking and the early algebraic thinking, which is considered a prelude to algebraic thinking. In the process of building this latter way of thinking, researchers analysed pupils' spontaneous production…

Critical thinking: Its relevance for education in a shifting society

Directory of Open Access Journals (Sweden)

Leandro da Silva Almeida

2011-06-01

Full Text Available The amount of information and variety of situations tackled on a daily basis call for new cognitive functions, namely combining knowledge, experience and intellectual abilities. Critical thinking is valued as a higher-order type of reasoning and a skill transversal to the educational organisms. We introduce some definitions suggested in the literature, and describe the cognitive functions responsible for critical thinking used in learning and problem solving situations. We then present the most used assessment procedures, illustrating with instruments as well as programs and curricular planning implemented in the classroom to teach and develop critical thinking. Finally, we highlight the importance of further investigation, in order to reach a convergence of theoretical and practical elements needed to define critical thinking.

Evaluation of Gifted and Talented Students' Reflective Thinking in Visual Arts Course

Science.gov (United States)

Genç, Mehmet Ali

2016-01-01

The use of higher order thinking skills is necessary for the education of gifted and talented students in order to ensure that these students, who have development potential compared to their peers, use their capacities at maximum level. This study aims to present gifted and talented students' reflective thinking skills, one of the higher order…

High-Order Curvilinear Finite Element Methods for Lagrangian Hydrodynamics [High Order Curvilinear Finite Elements for Lagrangian Hydrodynamics

Energy Technology Data Exchange (ETDEWEB)

Dobrev, Veselin A. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Kolev, Tzanio V. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Rieben, Robert N. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States)

2012-09-20

The numerical approximation of the Euler equations of gas dynamics in a movingLagrangian frame is at the heart of many multiphysics simulation algorithms. Here, we present a general framework for high-order Lagrangian discretization of these compressible shock hydrodynamics equations using curvilinear finite elements. This method is an extension of the approach outlined in [Dobrev et al., Internat. J. Numer. Methods Fluids, 65 (2010), pp. 1295--1310] and can be formulated for any finite dimensional approximation of the kinematic and thermodynamic fields, including generic finite elements on two- and three-dimensional meshes with triangular, quadrilateral, tetrahedral, or hexahedral zones. We discretize the kinematic variables of position and velocity using a continuous high-order basis function expansion of arbitrary polynomial degree which is obtained via a corresponding high-order parametric mapping from a standard reference element. This enables the use of curvilinear zone geometry, higher-order approximations for fields within a zone, and a pointwise definition of mass conservation which we refer to as strong mass conservation. Moreover, we discretize the internal energy using a piecewise discontinuous high-order basis function expansion which is also of arbitrary polynomial degree. This facilitates multimaterial hydrodynamics by treating material properties, such as equations of state and constitutive models, as piecewise discontinuous functions which vary within a zone. To satisfy the Rankine--Hugoniot jump conditions at a shock boundary and generate the appropriate entropy, we introduce a general tensor artificial viscosity which takes advantage of the high-order kinematic and thermodynamic information available in each zone. Finally, we apply a generic high-order time discretization process to the semidiscrete equations to develop the fully discrete numerical algorithm. Our method can be viewed as the high-order generalization of the so-called staggered

Think Like a Nurse: A Critical Thinking Initiative.

Science.gov (United States)

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.

Critical reading and critical thinking Critical reading and critical thinking

Directory of Open Access Journals (Sweden)

Loni Kreis Taglieber

2008-04-01

Full Text Available The purpose of this paper is to provide, for L1 and L2 reading and writing teachers, a brief overview of the literature about critical reading and higher level thinking skills. The teaching of these skills is still neglected in some language classes in Brazil, be it in L1 or in L2 classes. Thus, this paper may also serve as a resource guide for L1 and/or L2 reading and writing teachers who want to incorporate critical reading and thinking into their classes. In modern society, even in everyday life people frequently need to deal with complicated public and political issues, make decisions, and solve problems. In order to do this efficiently and effectively, citizens must be able to evaluate critically what they see, hear, and read. Also, with the huge amount of printed material available in all areas in this age of “information explosion” it is easy to feel overwhelmed. But often the information piled up on people’s desks and in their minds is of no use due to the enormous amount of it. The purpose of this paper is to provide, for L1 and L2 reading and writing teachers, a brief overview of the literature about critical reading and higher level thinking skills. The teaching of these skills is still neglected in some language classes in Brazil, be it in L1 or in L2 classes. Thus, this paper may also serve as a resource guide for L1 and/or L2 reading and writing teachers who want to incorporate critical reading and thinking into their classes. In modern society, even in everyday life people frequently need to deal with complicated public and political issues, make decisions, and solve problems. In order to do this efficiently and effectively, citizens must be able to evaluate critically what they see, hear, and read. Also, with the huge amount of printed material available in all areas in this age of “information explosion” it is easy to feel overwhelmed. But often the information piled up on people’s desks and in their minds is of

Framework of Assessment for the Evaluation of Thinking Skills of Tertiary Level Students

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Chan Swee Heng

2015-10-01

Full Text Available In the 21st century, students are required to master thinking skills in order to deal with many situations that arise in the tertiary environment which later would translate into the workplace. Nowadays, thinking skills play a vital role in tertiary education. To provide an approach for teachers, this paper identifies a 4-step model that can be implemented in test design with reference to Bloom’s Taxonomy for thinking skills. This model illustrates a feasible procedure of test construction built upon existing resource. The procedures can easily be applied to different fields of study. It provides an appropriate way for teachers who may want to add more ideas to their repertoire skills in addressing the learning of HOT (higher-order thinking skills. Keywords: thinking skills, Bloom’s Taxonomy, 4-step model

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.

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...

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.

Hoax News: Promoting the Students’ Critical Thinking in Critical Reading Class

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Sri Haryati

2017-12-01

Full Text Available Critical thinking is vital for graduates in facing the dynamic life in order to strengthen their analysis ability and providing alternative solution towards the current problem. It is essential that units, courses, and material teach the critical thinking process have to provide an opportunity for students to excoriate certain problem and present the harmonious flow of thinking. Hoax news, the trending issue in a society as the reading materials, has abundance aspect to be criticized by students. Moreover, it has its own authenticity to be brought into a critical reading class as authentic materials which was not broadly discussed yet. This study aimed at paving the ways to improve the students’ critical thinking skills through reading hoax news. It is conducted to investigate the usage of hoax news in teaching critical reading for undergraduate students as well as particularize how far hoax news can enhance studenst’ critical thinking. This study employed classroom action research design. The subject of the study was the 31 students joining the critical reading class. The data were gotten from observation, document analysis and test. The essay test was the instrument used to assess the students’ critical thinking which later adopted the model of the Holistic Critical Thinking Scoring Rubric (HCTSR. The result of the study showed that using of hoax news significantly improve the students’ critical thinking followed by the development of interpretation, analysis and identification ability. The number students posed strong thinking increased from 6.45% to 72,2%. Using critical thinking can promote students’ high order thinking since it drives students to consider the fact and fake which demanding the high analysis and deep interpretation toward the presented text.   Keywords: Critical thinking, hoax news, teaching materials.  INDONESIAN ABSTRACT  Berpikir kritis merupakan hal yang penting dalam mengahadapi hidup yang dinamis untuk

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.

Modeling Evidence-Based Application: Using Team-Based Learning to Increase Higher Order Thinking in Nursing Research

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Bridget Moore

2015-06-01

Full Text Available Nursing practice is comprised of knowledge, theory, and research [1]. Because of its impact on the profession, the appraisal of research evidence is critically important. Future nursing professionals must be introduced to the purpose and utility of nursing research, as early exposure provides an opportunity to embed evidence-based practice (EBP into clinical experiences. The AACN requires baccalaureate education to include an understanding of the research process to integrate reliable evidence to inform practice and enhance clinical judgments [1]. Although the importance of these knowledge competencies are evident to healthcare administrators and nursing leaders within the field, undergraduate students at the institution under study sometimes have difficulty understanding the relevance of nursing research to the baccalaureate prepared nurse, and struggle to grasp advanced concepts of qualitative and quantitative research design and methodologies. As undergraduate nursing students generally have not demonstrated an understanding of the relationship between theoretical concepts found within the undergraduate nursing curriculum and the practical application of these concepts in the clinical setting, the research team decided to adopt an effective pedagogical active learning strategy, team-based learning (TBL. Team-based learning shifts the traditional course design to focus on higher thinking skills to integrate desired knowledge [2]. The purpose of this paper is to discuss the impact of course design with the integration of TBL in an undergraduate nursing research course on increasing higher order thinking. [1] American Association of Colleges of Nursing, The Essentials of Baccalaureate Education for Professional Nursing Practice, Washington, DC: American Association of Colleges of Nursing, 2008. [2] B. Bloom, Taxonomy of Educational Objectives, Handbook I: Cognitive Domain, New York: McKay, 1956.

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.

The Relationship between Critical Thinking Abilities and Classroom Management Skills of High School Teachers

Science.gov (United States)

Demirdag, Seyithan

2015-01-01

High school teachers experience difficulties while providing effective teaching approaches in their classrooms. Some of the difficulties are associated with the lack of classroom management skills and critical thinking abilities. This quantitative study includes non-random selection of the participants and aims to examine critical 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.

Rational Thinking and Reasonable Thinking in Physics

Directory of Open Access Journals (Sweden)

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.

Promoting middle school students’ mathematical creative thinking ability using scientific approach

Science.gov (United States)

Istiqomah, A.; Perbowo, K. S.; Purwanto, S. E.

2018-01-01

This research aims to identify the strength of scientific approach in order to develop mathematical creative thinking in junior high school. Descriptive qualitative method is used in this research. 34 students in 7th grade are chosen using purposive sampling. For collecting data, this research uses test, observation, and interview. The test consists of 6 items which have been tested for their validity and reliability and used in pre-test and post-test. The pre-test shows that students average score in mathematical creative thinking is 43 (low), while in post-test it is 69 (middle). The N-gain in mathematical creative thinking point is 0.461, which is classified in the middle grade. Furthermore, the N-gain for each indicator, they score 0.438 for fluency; 0.568 for flexibility; and 0.382 for novelty. The N-gain for those indicators falls under middle grade. The research shows that scientific approach develops more flexibility, and, on the other hand, it develops less novelty.

Communication, Critical Thinking, Problem Solving: A Suggested Course for All High School Students in the 21st Century

Science.gov (United States)

Carlgren, Terresa

2013-01-01

The skills of communication, critical thinking, and problem solving are essential to thriving as a citizen in the 21st century. These skills are required in order to contribute as a member of society, operate effectively in post-secondary institutions, and be competitive in the global market. Unfortunately they are not always intuitive or simple…

High order depletion sensitivity analysis

International Nuclear Information System (INIS)

Naguib, K.; Adib, M.; Morcos, H.N.

2002-01-01

A high order depletion sensitivity method was applied to calculate the sensitivities of build-up of actinides in the irradiated fuel due to cross-section uncertainties. An iteration method based on Taylor series expansion was applied to construct stationary principle, from which all orders of perturbations were calculated. The irradiated EK-10 and MTR-20 fuels at their maximum burn-up of 25% and 65% respectively were considered for sensitivity analysis. The results of calculation show that, in case of EK-10 fuel (low burn-up), the first order sensitivity was found to be enough to perform an accuracy of 1%. While in case of MTR-20 (high burn-up) the fifth order was found to provide 3% accuracy. A computer code SENS was developed to provide the required calculations

Generation of intense high-order vortex harmonics.

Science.gov (United States)

Zhang, Xiaomei; Shen, Baifei; Shi, Yin; Wang, Xiaofeng; Zhang, Lingang; Wang, Wenpeng; Xu, Jiancai; Yi, Longqiong; Xu, Zhizhan

2015-05-01

This Letter presents for the first time a scheme to generate intense high-order optical vortices that carry orbital angular momentum in the extreme ultraviolet region based on relativistic harmonics from the surface of a solid target. In the three-dimensional particle-in-cell simulation, the high-order harmonics of the high-order vortex mode is generated in both reflected and transmitted light beams when a linearly polarized Laguerre-Gaussian laser pulse impinges on a solid foil. The azimuthal mode of the harmonics scales with its order. The intensity of the high-order vortex harmonics is close to the relativistic region, with the pulse duration down to attosecond scale. The obtained intense vortex beam possesses the combined properties of fine transversal structure due to the high-order mode and the fine longitudinal structure due to the short wavelength of the high-order harmonics. In addition to the application in high-resolution detection in both spatial and temporal scales, it also presents new opportunities in the intense vortex required fields, such as the inner shell ionization process and high energy twisted photons generation by Thomson scattering of such an intense vortex beam off relativistic electrons.

High-order beam optics - an overview

International Nuclear Information System (INIS)

Heighway, E.A.

1989-01-01

Beam-transport codes have been around for as long as thirty years and high order codes, second-order at least, for close to twenty years. Before this period of design-code development, there was considerable high-order treatment, but it was almost entirely analytical. History has a way of repeating itself, and the current excitement in the field of high-order optics is based on the application of Lie algebra and the so-called differential algebra to beam-transport codes, both of which are highly analytical in foundation. The author will describe some of the main design tools available today, giving a little of their history, and will conclude by trying to convey some of the excitement in the field through a brief description of Lie and differential algebra. 30 refs., 7 figs., 1 tab

Disaster management and the critical thinking skills of local emergency managers: correlations with age, gender, education, and years in occupation.

Science.gov (United States)

Peerbolte, Stacy L; Collins, Matthew Lloyd

2013-01-01

Emergency managers must be able to think critically in order to identify and anticipate situations, solve problems, make judgements and decisions effectively and efficiently, and assume and manage risk. Heretofore, a critical thinking skills assessment of local emergency managers had yet to be conducted that tested for correlations among age, gender, education, and years in occupation. An exploratory descriptive research design, using the Watson-Glaser Critical Thinking Appraisal-Short Form (WGCTA-S), was employed to determine the extent to which a sample of 54 local emergency managers demonstrated the critical thinking skills associated with the ability to assume and manage risk as compared to the critical thinking scores of a group of 4,790 peer-level managers drawn from an archival WGCTA-S database. This exploratory design suggests that the local emergency managers, surveyed in this study, had lower WGCTA-S critical thinking scores than their equivalents in the archival database with the exception of those in the high education and high experience group. © 2013 The Author(s). Journal compilation © Overseas Development Institute, 2013.

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

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

Science.gov (United States)

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

A study of the relationship between high school principals and teachers’ multiple-intelligences and strategic thinking skills

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Roya Afrassiabi

2014-09-01

Full Text Available One of the fundamental concerns in education is the management and the improvement of principals and teachers’ performance where selecting intelligent and capable managers can help solve many of present challenges and problems. Various researches conducted so far indicate that commonly the effective principals enjoy some of the essential multiple intelligences. In the present study, the relationship between the three types of Maneh & Semelqan high school principals and teachers’ intelligences, namely, intrapersonal intelligence, interpersonal intelligence, and verbal/linguistic intelligence and the strategic thinking skills was investigated. The research method was descriptive-correlational and the population consisted of 200 subjects of whom 127 were randomly selected. After assigning the subjects to the investigation, 127 questionnaires were distributed among them. Two standard questionnaires of multiple intelligences and strategic thinking skills were administered where Cronbach’s Alpha for the multiple intelligences was 0.893 and that of the strategic thinking skills was 0.944. To analyze the data, the researchers used the SPSS19 package and the EXCELL2013. The frequency distribution tabulation was organized by using descriptive statistics and the Pearson correlation test was based on the inferential statistics employed in the present study. At the end, the findings of study indicated that there was a significant relationship between high school principals and teachers’ multiple intelligences and their strategic thinking skills.

Profile of student critical thinking ability on static fluid concept

Science.gov (United States)

Sulasih; Suparmi, A.; Sarwanto

2017-11-01

Critical thinking ability is an important part of educational goals. It has higher complex processes, such as analyzing, synthesizing and evaluating, drawing conclusion and reflection. This study is aimed to know the critical thinking ability of students in learning static fluids of senior high school students. This research uses the descriptive method which its instruments based on the indicator of critical thinking ability developed according to Ennis. The population of this research is XIth grade science class Public Senior High School, SMA N 1, Sambungmacan, Sragen, Central Java. The static fluid teaching material is delivered using Problem Based Learning Model through class experiment. The results of this study shows that the average student of XIth science class have high critical thinking skills, particularly in the ability of providing simple explanation, build basic skill, and provide advanced explanation, but they do not have high enough in ability of drawing conclusion and strategic and tactical components of critical thinking ability in the study of static fluid teaching material. The average of students critical thinking ability is 72.94, with 27,94% of students are in a low category and 72,22% of students in the high category of critical thinking ability.

How ineffective family environments can compound maldevelopment of critical thinking skills in childhood abuse survivors.

Science.gov (United States)

Kostolitz, Alessandra C; Hyman, Scott M; Gold, Steven N

2014-01-01

The high stress of childhood abuse is associated with neurobiological detriments to executive function. Child abuse survivors may also be cognitively and relationally disadvantaged as a result of being raised in emotionally impoverished families that lack cohesion, organization, flexibility, self-expression, and moral and ethical values and fail to provide opportunities for effective learning. A review of literature demonstrates how dysfunctional family of origin environments common to child abuse survivors, concomitant with the extreme stress of overt acts of abuse, can act as a barrier to the development of higher-order critical thinking skills. The article concludes by discussing ramifications of critical thinking skill deficits in child abuse survivors and highlights the importance of integrating and prioritizing critical thinking skills training in treatment.

Collaborative technologies, higher order thinking and self-sufficient learning: A case study of adult learners

Directory of Open Access Journals (Sweden)

Clare S. Johnson

2017-07-01

Full Text Available The inclusion of online elements in learning environments is becoming commonplace in Post Compulsory Education. A variety of research into the value of such elements is available, and this study aims to add further evidence by looking specifically at the use of collaborative technologies such as online discussion forums and wikis to encourage higher order thinking and self-sufficient learning. In particular, the research examines existing pedagogical models including Salmon’s five-stage model, along with other relevant literature. A case study of adult learners in community-based learning centres forms the basis of the research, and as a result of the findings, an arrow model is suggested as a framework for online collaboration that emphasises the learner, mentions pre-course preparation and then includes three main phases of activity: post, interact and critique. This builds on Salmon’s five-stage model and has the benefit of being flexible and responsive, as well as allowing for further development beyond the model, particularly in a blended learning environment.

Moral Reasoning: Its Relation to Logical Thinking and Role-Taking.

Science.gov (United States)

Smith, Marion E.

1978-01-01

In a sample of 100 children, aged 8-14, there was a clear association between consolidated concrete operational thinking and Kohlberg's Stage 2 moral reasoning, and some evidence that, in order of development, logical thinking precedes role-taking, which precedes moral reasoning, at corresponding levels of conceptual complexity. (Author/SJL)

Critical-Thinking Grudge Match: Biology vs. Chemistry--Examining Factors That Affect Thinking Skill in Nonmajors Science

Science.gov (United States)

Quitadamo, Ian J.; Kurtz, Martha J.; Cornell, Caitlyn Nicole; Griffith, Lindsay; Hancock, Julie; Egbert, Brandi

2011-01-01

Chemistry students appear to bring significantly higher critical-thinking skill to their nonmajors course than do biology students. Knowing student preconceptions and thinking ability is essential to learning growth and effective teaching. Of the factors investigated, ethnicity and high school physics had the largest impact on critical-thinking…

Theory of Mind Development in Adolescence and Early Adulthood: The Growing Complexity of Recursive Thinking Ability

Science.gov (United States)

Valle, Annalisa; Massaro, Davide; Castelli, Ilaria; Marchetti, Antonella

2015-01-01

This study explores the development of theory of mind, operationalized as recursive thinking ability, from adolescence to early adulthood (N = 110; young adolescents = 47; adolescents = 43; young adults = 20). The construct of theory of mind has been operationalized in two different ways: as the ability to recognize the correct mental state of a character, and as the ability to attribute the correct mental state in order to predict the character’s behaviour. The Imposing Memory Task, with five recursive thinking levels, and a third-order false-belief task with three recursive thinking levels (devised for this study) have been used. The relationship among working memory, executive functions, and linguistic skills are also analysed. Results show that subjects exhibit less understanding of elevated recursive thinking levels (third, fourth, and fifth) compared to the first and second levels. Working memory is correlated with total recursive thinking, whereas performance on the linguistic comprehension task is related to third level recursive thinking in both theory of mind tasks. An effect of age on third-order false-belief task performance was also found. A key finding of the present study is that the third-order false-belief task shows significant age differences in the application of recursive thinking that involves the prediction of others’ behaviour. In contrast, such an age effect is not observed in the Imposing Memory Task. These results may support the extension of the investigation of the third order false belief after childhood. PMID:27247645

Argumentation: A Methodology to Facilitate Critical Thinking.

Science.gov (United States)

Makhene, Agnes

2017-06-20

Caring is a difficult nursing activity that involves a complex nature of a human being in need of complex decision-making and problem solving through the critical thinking process. It is mandatory that critical thinking is facilitated in general and in nursing education particularly in order to render care in diverse multicultural patient care settings. This paper aims to describe how argumentation can be used to facilitate critical thinking in learners. A qualitative, exploratory and descriptive design that is contextual was used. Purposive sampling method was used to draw a sample and Miles and Huberman methodology of qualitative analysis was used to analyse data. Lincoln and Guba's strategies were employed to ensure trustworthiness, while Dhai and McQuoid-Mason's principles of ethical consideration were used. Following data analysis the findings were integrated within literature which culminated into the formulation of guidelines that can be followed when using argumentation as a methodology to facilitate critical thinking.

The Advance Experience of Foreign Top-level Think Tanks and its Enlightment to the Construction of Chinese University Think-Tank

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Tao Yong

2016-01-01

Full Text Available This paper expounds the development course and current situation of foreign top-level Think Tank, and analyzes the important effects of foreign colleges and universities Think Tank in supporting national scientific decision-making and rapid development. It analyzes the development course and advanced experience of top-level Think Tank in America and other countries. The paper summaries the advance experiences, combines with the background and features of Think Tank construction of colleges and universities in China. It puts forward that Chinese colleges and universities Think Tank should aim at the national strategic needs, play the advantages of talents gathering and main innovation force, insist on opening, and set constructing professional colleges and universities Think Tank as the breakthrough point. The think tanks produce strategic consulting research results with high quality. The paper proposes the reference effect of foreign Think Tank on characteristic Think Tank construction of colleges and universities in China and the development strategy recommendations.

LEVELING STUDENTS’ CREATIVE THINKING IN SOLVING AND POSING MATHEMATICAL PROBLEM

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Tatag Yuli Eko Siswono

2010-07-01

Full Text Available Many researchers assume that people are creative, but their degree ofcreativity is different. The notion of creative thinking level has beendiscussed .by experts. The perspective of mathematics creative thinkingrefers to a combination of logical and divergent thinking which is basedon intuition but has a conscious aim. The divergent thinking is focusedon flexibility, fluency, and novelty in mathematical problem solving andproblem posing. As students have various backgrounds and differentabilities, they possess different potential in thinking patterns,imagination, fantasy and performance; therefore, students have differentlevels of creative thinking. A research study was conducted in order todevelop a framework for students’ levels of creative thinking inmathematics. This research used a qualitative approach to describe thecharacteristics of the levels of creative thinking. Task-based interviewswere conducted to collect data with ten 8thgrade junior secondary schoolstudents. The results distinguished five levels of creative thinking,namely level 0 to level 4 with different characteristics in each level.These differences are based on fluency, flexibility, and novelty inmathematical problem solving and problem posing.Keywords: student’s creative thinking, problem posing, flexibility,fluency, novelty DOI: http://dx.doi.org/10.22342/jme.1.1.794.17-40

Information and Communication Technologies and Development of Learners' Critical Thinking: Primary School Teachers' Attitudes

Science.gov (United States)

Giavrimis, Panagiotis; Papanis, Efstratios; Papanis, Eirini-Myrsini

2011-01-01

The Information and Communication Technologies exercise a great impact on the ways people work, communicate and interact, and contribute considerably to the development of learners' skills. However, the use of Information and Communication Technologies cannot lead to the development of high-order skills and of critical thinking, if not combined…

Using NCLab-karel to improve computational thinking skill of junior high school students

Science.gov (United States)

Kusnendar, J.; Prabawa, H. W.

2018-05-01

Increasingly human interaction with technology and the increasingly complex development of digital technology world make the theme of computer science education interesting to study. Previous studies on Computer Literacy and Competency reveal that Indonesian teachers in general have fairly high computational skill, but their skill utilization are limited to some applications. This engenders limited and minimum computer-related learning for the students. On the other hand, computer science education is considered unrelated to real-world solutions. This paper attempts to address the utilization of NCLab- Karel in shaping the computational thinking in students. This computational thinking is believed to be able to making learn students about technology. Implementation of Karel utilization provides information that Karel is able to increase student interest in studying computational material, especially algorithm. Observations made during the learning process also indicate the growth and development of computing mindset in students.

A family of high-order gas-kinetic schemes and its comparison with Riemann solver based high-order methods

Science.gov (United States)

Ji, Xing; Zhao, Fengxiang; Shyy, Wei; Xu, Kun

2018-03-01

Most high order computational fluid dynamics (CFD) methods for compressible flows are based on Riemann solver for the flux evaluation and Runge-Kutta (RK) time stepping technique for temporal accuracy. The advantage of this kind of space-time separation approach is the easy implementation and stability enhancement by introducing more middle stages. However, the nth-order time accuracy needs no less than n stages for the RK method, which can be very time and memory consuming due to the reconstruction at each stage for a high order method. On the other hand, the multi-stage multi-derivative (MSMD) method can be used to achieve the same order of time accuracy using less middle stages with the use of the time derivatives of the flux function. For traditional Riemann solver based CFD methods, the lack of time derivatives in the flux function prevents its direct implementation of the MSMD method. However, the gas kinetic scheme (GKS) provides such a time accurate evolution model. By combining the second-order or third-order GKS flux functions with the MSMD technique, a family of high order gas kinetic methods can be constructed. As an extension of the previous 2-stage 4th-order GKS, the 5th-order schemes with 2 and 3 stages will be developed in this paper. Based on the same 5th-order WENO reconstruction, the performance of gas kinetic schemes from the 2nd- to the 5th-order time accurate methods will be evaluated. The results show that the 5th-order scheme can achieve the theoretical order of accuracy for the Euler equations, and present accurate Navier-Stokes solutions as well due to the coupling of inviscid and viscous terms in the GKS formulation. In comparison with Riemann solver based 5th-order RK method, the high order GKS has advantages in terms of efficiency, accuracy, and robustness, for all test cases. The 4th- and 5th-order GKS have the same robustness as the 2nd-order scheme for the capturing of discontinuous solutions. The current high order MSMD GKS is a

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...

Generation of high order modes

CSIR Research Space (South Africa)

Ngcobo, S

2012-07-01

Full Text Available with the location of the Laguerre polynomial zeros. The Diffractive optical element is used to shape the TEM00 Gassian beam and force the laser to operate on a higher order TEMp0 Laguerre-Gaussian modes or high order superposition of Laguerre-Gaussian modes...

Beyond Surveillance: How Do Markets and Algorithms 'Think'?

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Bernhard Rieder

2017-09-01

Full Text Available This paper draws on Foucault's work to inspire and inform a conceptual investigation into the relationship between economic thinking, in particular concerning markets, and contemporary computing. This investigation takes the form of three intellectual probes. The first of these probes applies to the computer's capacity to lower transaction costs, the second proceeds through the framing of markets (and algorithms as places of truth, and the third draws on Deleuze's reading of Foucault to inquire into the notion of order and ordering. Together, the three lines of inquiry attempt to outline an encounter between Foucault's thinking and computing that moves beyond the question of surveillance in favor of an emphasis on questions of epistemology.

Effects of Classroom Assessment on the Critical Thinking and Academic Performance of Students

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DR. EDGAR M. BAYLON, JR.

2014-02-01

Full Text Available The study was undertaken to evaluate the classroom assessment employed by the teachers, the critical-thinking and academic performance of the students in the laboratory high schools (LHS of Central Bicol State University of Agriculture, school year 2012-2013. The descriptive-evaluative, descriptive-correlation and descriptive-comparative methods of research were used. The findings revealed that only 11 out of 50 types of classroom assessment techniques are being used in the two laboratory high schools of CBSUA, namely: CDE-LHS and CDE–CSHB. Except for the use of human tableau or class modeling and application cards in few instances, the other techniques used by the teachers were classified as low-order thinking skills like “remembering” and “understanding”. “Applying”, “analyzing”, “evaluating” and “creating” were rarely used by the teachers. There were significant differences in the levels of critical thinking among the second year students in the two LHS along remembering, understanding, analyzing and evaluating while for third year high school students in the two LHS there was significant difference in evaluating but not significantly different with the rest of the levels. In terms of students’ academic performance in Science and “remembering”; English and “evaluating” in school A, there was a significant relationship between the level of critical thinking among students and their academic performance in the three subjects. The teacher-related factors along gender, marital status, employment status, and number of awards received, were significantly associated with the questioning skills of the teachers. In general, the findings indicated that there were significant association between the student-related factors and the different levels of critical thinking.

Creating science simulations through Computational Thinking Patterns

Science.gov (United States)

Basawapatna, Ashok Ram

Computational thinking aims to outline fundamental skills from computer science that everyone should learn. As currently defined, with help from the National Science Foundation (NSF), these skills include problem formulation, logically organizing data, automating solutions through algorithmic thinking, and representing data through abstraction. One aim of the NSF is to integrate these and other computational thinking concepts into the classroom. End-user programming tools offer a unique opportunity to accomplish this goal. An end-user programming tool that allows students with little or no prior experience the ability to create simulations based on phenomena they see in-class could be a first step towards meeting most, if not all, of the above computational thinking goals. This thesis describes the creation, implementation and initial testing of a programming tool, called the Simulation Creation Toolkit, with which users apply high-level agent interactions called Computational Thinking Patterns (CTPs) to create simulations. Employing Computational Thinking Patterns obviates lower behavior-level programming and allows users to directly create agent interactions in a simulation by making an analogy with real world phenomena they are trying to represent. Data collected from 21 sixth grade students with no prior programming experience and 45 seventh grade students with minimal programming experience indicates that this is an effective first step towards enabling students to create simulations in the classroom environment. Furthermore, an analogical reasoning study that looked at how users might apply patterns to create simulations from high- level descriptions with little guidance shows promising results. These initial results indicate that the high level strategy employed by the Simulation Creation Toolkit is a promising strategy towards incorporating Computational Thinking concepts in the classroom environment.

Stimulating Divergent Thinking in Junior High Career Education.

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Ranke, Charlotte; Champoux, Ellen M.

1981-01-01

Describes a middle school career-oriented teaching unit with emphasis on teaching for divergent thinking. The unit provides hands-on opportunities for eighth-grade students to explore careers using the knowledge and skills developed in their home economics class. The careers are restaurant management, hospitality service, and interior design. (CT)

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.

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

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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

Components of Spatial Thinking: Evidence from a Spatial Thinking Ability Test

Science.gov (United States)

Lee, Jongwon; Bednarz, Robert

2012-01-01

This article introduces the development and validation of the spatial thinking ability test (STAT). The STAT consists of sixteen multiple-choice questions of eight types. The STAT was validated by administering it to a sample of 532 junior high, high school, and university students. Factor analysis using principal components extraction was applied…

Facilitating the development of higher-order thinking skills (HOTS) of novice nursing postgraduates in Africa.

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Roets, Lizeth; Maritz, Jeanette

2017-02-01

International research in nursing education has shown to be deficient regarding both the quality of research produced and the building of disciplinary capacity. The CHENMA (Collaboration for Higher Education of Nurses and Midwives in Africa) project aimed to strengthen nursing and midwifery expertise in Africa. Sixteen French-speaking students of the Democratic Republic of the Congo (DRC) enrolled for a master's degree in nursing midwifery at a South African university in 2008. Ten of the initial 16 students graduated with a master's degree in 2012. One student withdrew and five students completed a postgraduate diploma in midwifery. The objective of this paper is to explore the quality of the output of those master's degree students, namely their dissertation (with specific reference to the demonstration of HOTS). An exploratory, evaluative, single, descriptive case study was utilised. Realist, purposeful sampling was used. Six of the 10 completed final dissertations were evaluated as well as three reflective reports from the supervisor, translator and critical reader. The findings indicated that most dissertations fell below the expected standard, with a paucity of higher-order thinking and application skills. Language, and possibly cultural dynamics, seemed to be the largest barrier to learning and communication. The dissertations lacked conceptual skills, scientific writing skills, logical order of thought and congruency. Analysis of the dissertations revealed a limited ability of novice scholars to explore the nature of information and to interpret and manipulate the data in a novel way. Copyright © 2016 Elsevier Ltd. All rights reserved.

Bioinspired Nanocomposite Hydrogels with Highly Ordered Structures.

Science.gov (United States)

Zhao, Ziguang; Fang, Ruochen; Rong, Qinfeng; Liu, Mingjie

2017-12-01

In the human body, many soft tissues with hierarchically ordered composite structures, such as cartilage, skeletal muscle, the corneas, and blood vessels, exhibit highly anisotropic mechanical strength and functionality to adapt to complex environments. In artificial soft materials, hydrogels are analogous to these biological soft tissues due to their "soft and wet" properties, their biocompatibility, and their elastic performance. However, conventional hydrogel materials with unordered homogeneous structures inevitably lack high mechanical properties and anisotropic functional performances; thus, their further application is limited. Inspired by biological soft tissues with well-ordered structures, researchers have increasingly investigated highly ordered nanocomposite hydrogels as functional biological engineering soft materials with unique mechanical, optical, and biological properties. These hydrogels incorporate long-range ordered nanocomposite structures within hydrogel network matrixes. Here, the critical design criteria and the state-of-the-art fabrication strategies of nanocomposite hydrogels with highly ordered structures are systemically reviewed. Then, recent progress in applications in the fields of soft actuators, tissue engineering, and sensors is highlighted. The future development and prospective application of highly ordered nanocomposite hydrogels are also discussed. © 2017 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

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

Critical Thinking and ICT Integration in a Western Australian Secondary School

Science.gov (United States)

McMahon, Graham

2009-01-01

This study examined the relationship between students working in a technology-rich environment and their development of higher order thinking skills. Based on a PhD thesis, which examined a greater range of relationships than can be reported here, this article focuses on developing critical thinking skills within a technology-rich environment.…

Applied information system-based in enhancing students' understanding towards higher order thinking (HOTS)

Science.gov (United States)

Hua, Ang Kean; Ping, Owi Wei

2017-05-01

The application of information and communications technology (ICT) had become more important in our daily life, especially in educational field. Teachers are encouraged to use information system-based in teaching Mathematical courses. Higher Order Thinking Skills (HOTS) approach is unable to explain using chalk and talk methods. It needs students to analyze, evaluate, and create by their own natural abilities. The aim of this research study was to evaluate the effectiveness of the application information system-based in enhance the students understanding about HOTS question. Mixed-methods or quantitative and qualitative approach was applied in collecting data, which involve only the standard five students and the teachers in Sabak Bernam, Selangor. Pra-postests was held before and after using information system-based in teaching to evaluate the students' understanding. The result from post-test indicates significant improvement which proves that the use of information system based able to enhance students' understanding about HOTS question and solve it. There were several factor influenced the students such as students' attitude, teachers attraction, school facilities, and computer approach. Teachers play an important role in attracting students to learn. Therefore, the school should provide a conducive learning environment and good facilities for students to learn so that they are able to access more information and always exposed to new knowledge. As conclusion, information system-based are able to enhance students understanding the need of HOTS questions and solve it.

Think over nuclear safety. ''Information asymmetry'' and ''comminicative action''

International Nuclear Information System (INIS)

Suzuki, Atsuyuki

2006-01-01

Nuclear safety should be fully understood not only technically but also socially. In order to think over nuclear safety socially, four different concepts were recommended to refer, which were ''procedural rationality'', information asymmetry'', ''certainty effect'' and ''communicative action'' proposed by three economists and a philosopher respectively. Risk-based communication approach for nuclear safety could be effective within the higher frequency area than safety goal, but not good for the lower frequency area than safety goal. The latter could be highly subjective and more qualitative. For this area, ''safety communication'' would be highly maintained with taking account of existence of ''information asymmetry'' and need of ''communicative action''. (T.Tanaka)

Gender differences in algebraic thinking ability to solve mathematics problems

Science.gov (United States)

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.

Analogical Thinking for Generation of Innovative Ideas: An Exploratory Study of Influential Factors

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Eunyoung Kim

2016-07-01

Full Text Available Analogical thinking is one of the most effective tools to generate innovative ideas. It enables us to develop new ideas by transferring information from well-known domains and utilizing them in a novel domain. However, using analogical thinking does not always yield appropriate ideas, and there is a lack of consensus among researchers regarding the evaluation methods for assessing new ideas. Here, we define the appropriateness of generated ideas as having high structural and low superficial similarities with their source ideas. This study investigates the relationship between thinking process and the appropriateness of ideas generated through analogical thinking. We conducted four workshops with 22 students in order to collect the data. All generated ideas were assessed based on the definition of appropriateness in this study. The results show that participants who deliberate more before reaching the creative leap stage and those who are engaged in more trial and error for deciding the final domain of a new idea have a greater possibility of generating appropriate ideas. The findings suggest new strategies of designing workshops to enhance the appropriateness of new ideas.

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.

Thinking high : the impact of cannabis on human cognition

NARCIS (Netherlands)

Kowal, M.A.

2016-01-01

The research presented in this thesis focused on the effects of cannabis on mental functions and the brain. Specifically, the investigation aimed at exploring how cannabis affects creative thinking, awareness of errors, and the neurotransmitter dopamine among regular cannabis users. It was

Thinking-in-Concert

Science.gov (United States)

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…

The Effect of Learning Styles, Critical Thinking Disposition, and Critical Thinking on Clinical Judgment in Senior Baccalaureate Nursing Students during Human Patient Simulation

Science.gov (United States)

McCormick, Kiyan

2014-01-01

Simulated learning experiences using high-fidelity human patient simulators (HPS) are increasingly being integrated into baccalaureate nursing programs. Thus, the purpose of this study was to examine relationships among learning style, critical thinking disposition, critical thinking, and clinical judgment during high-fidelity human patient…

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.

Ayahuasca enhances creative divergent thinking while decreasing conventional convergent thinking.

Science.gov (United States)

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.

Psychological aspects in the development of new thinking in nuclear era

International Nuclear Information System (INIS)

Andreeva, G.M.; Ageev, V.S.

1987-01-01

An attempt is made to establish and analyze some psychological characteristics of ''the new thinking'' such as no-alternative decision-making, low risk group decisions, necessity to develop conceding strategies in negotiations. A task is set forth to restructure the system of concepts and values in large masses of population in order to bring them closer to realities of the nuclear age. Some practical aspects of psychological work concerning development of the new thinking in different groups of people are discussed thinking in different groups of people are discussed

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

OpenAIRE

Farah Qamar

2016-01-01

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 le...

The relationship between students critical thinking measured by science virtual test and students logical thinking on eighth grade secondary school

Science.gov (United States)

Nurismawati, R.; Sanjaya, Y.; Rusyati, L.

2018-05-01

The aim of this study is to examine the relationship between students’ critical thinking skill and students’ logical thinking skill of Junior High School students in Tasikmalaya city. The respondent consists of 168 students from eighth grade at three public schools in Tasikmalaya City. Science Virtual Test and Test of Logical Thinking were used in this research study. Science virtual test instrument consist of 26 questions with 5 different topics. IBM SPSS 23.00 program was used for analysis of the data. By the findings; students’ critical thinking skill has significant differences in elements of generating purpose, embodying point of view, utilizing concept and making implication and consequence. By Post Hoc LSD Test, from those four elements, there are significant differences between concrete - transitional groups and transitional – concrete groups. There is positive and weak correlation between students’ critical thinking and students’ logical thinking attainment.

EkSTEMiT Learning Module and Inculcation of Inventive Thinking

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Norhaslinda Abdul Samad

2017-10-01

Full Text Available The young generation of today must be prepared with the knowledge and skills necessary to be able to compete globally thus boosting economic growth and prosperity. Therefore, students should not only be equipped with knowledge but they are in need of the “21st century skills”, which is the top priority and one of the main education agenda goals today. As one of the domains in the 21st century skills, inventive thinking includes elements of flexibility, self-regulation, curiosity, creativity, risk taking, higher order thinking and reasoning. In order to inculcate inventive thinking for students, the EkSTEMiT Learning Module was developed for the topic Electrochemistry; one of the most difficult topics to learn among students. EkSTEMiT Learning Module was developed based on the STEM (Science, Technology, Engineering and Mathematics integrated model. Thus, this paper will discuss the conceptual framework underlying the development of EkSTEMiT Learning Module with descriptions of learning activities designed for Electrochemistry.

Assessment of the critical thinking skills of student radiographers

Energy Technology Data Exchange (ETDEWEB)

Castle, Alan [University of Portsmouth, Centre for Radiography Education, St George' s Building, Portsmouth PO1 2HY (United Kingdom)]. E-mail: alan.castle@port.ac.uk

2006-05-15

Purpose: Enabling students to develop critical thinking skills is one of the key aims of higher education and in preparing student radiographers for the future, there are increasing demands on educators to teach critical thinking skills to facilitate reflective, evidence-based practice and inter-professional working. The aim of the paper is to attempt to compare students' self-perception of their critical thinking skills to their actual written assessment performance. Methods: Students were asked to self-report how they thought the course had developed their critical thinking skills and the outcomes of this exercise were compared to the scores of previous assessments that required the demonstration of these skills. Results: The results suggest that whilst students report having developed critical thinking skills during the course, the results of their written assessments requiring the demonstration of these skills all had a mean score of less than 60% which indicates (in terms of the university's grade criteria guidelines) 'little attempt to use critical discussion in their work.' Discussion: Thirteen components of critical thinking are proposed, together with ways in which they could be incorporated into a radiographic curriculum. Conclusions: It is suggested that educators may need to review the constructive alignment of their curricula and re-assess their teaching and assessment strategies in order to effectively develop students' critical thinking skills.

Assessment of the critical thinking skills of student radiographers

International Nuclear Information System (INIS)

Castle, Alan

2006-01-01

Purpose: Enabling students to develop critical thinking skills is one of the key aims of higher education and in preparing student radiographers for the future, there are increasing demands on educators to teach critical thinking skills to facilitate reflective, evidence-based practice and inter-professional working. The aim of the paper is to attempt to compare students' self-perception of their critical thinking skills to their actual written assessment performance. Methods: Students were asked to self-report how they thought the course had developed their critical thinking skills and the outcomes of this exercise were compared to the scores of previous assessments that required the demonstration of these skills. Results: The results suggest that whilst students report having developed critical thinking skills during the course, the results of their written assessments requiring the demonstration of these skills all had a mean score of less than 60% which indicates (in terms of the university's grade criteria guidelines) 'little attempt to use critical discussion in their work.' Discussion: Thirteen components of critical thinking are proposed, together with ways in which they could be incorporated into a radiographic curriculum. Conclusions: It is suggested that educators may need to review the constructive alignment of their curricula and re-assess their teaching and assessment strategies in order to effectively develop students' critical thinking skills

Critical Thinking in a Higher Education Functional English Course

Science.gov (United States)

Khan, Shaista Irshad

2017-01-01

Critical thinking is seen as a highly desirable way of thinking that needs to be encouraged in all areas of higher education. However, it is not easy to conceptualise critical thinking in ways that can help in its development and in its assessment. Recent policy documents in Pakistan have laid emphasis on the development of critical thinking…

The characteristics of failure among students who experienced pseudo thinking

Science.gov (United States)

Anggraini, D.; Kusmayadi, T. A.; Pramudya, I.

2018-04-01

The purpose of this research is to describe the thinking process of students who experienced pseudo thinking when solving the straight line equation. The result of this study shows the characteristics of error that caused students to experience pseudo thinking when solving the problem and their relation with students’ metacognition skill. This qualitative research was conducted in State 16 Junior High School in Surakarta, Indonesia during the odd semester of 2017/2018 academic year. The subjects of the study were students Junior High School students of 8th grade chosen using purposive sampling technique. Data were collected through the administration of think aloud method. The result showed that the characteristics of errors among the subjects are: 1) the answers resulted from pseudo thinking when solving the problem were obtained from the spontaneous, fast, unconscious and uncontrolled thinking process; 2) students had misconception; 3) students had tendency to memorize the formula and imitate the completion procedure; 4) students experienced fuzzy memory when solving the problem. From the mistakes among students who experienced pseudo thinking, their metacognition ability could be inferred.

Constructing critical thinking in health professional education.

Science.gov (United States)

Kahlke, Renate; Eva, Kevin

2018-04-04

Calls for enabling 'critical thinking' are ubiquitous in health professional education. However, there is little agreement in the literature or in practice as to what this term means and efforts to generate a universal definition have found limited traction. Moreover, the variability observed might suggest that multiplicity has value that the quest for universal definitions has failed to capture. In this study, we sought to map the multiple conceptions of critical thinking in circulation in health professional education to understand the relationships and tensions between them. We used an inductive, qualitative approach to explore conceptions of critical thinking with educators from four health professions: medicine, nursing, pharmacy, and social work. Four participants from each profession participated in two individual in-depth semi-structured interviews, the latter of which induced reflection on a visual depiction of results generated from the first set of interviews. Three main conceptions of critical thinking were identified: biomedical, humanist, and social justice-oriented critical thinking. 'Biomedical critical thinking' was the dominant conception. While each conception had distinct features, the particular conceptions of critical thinking espoused by individual participants were not stable within or between interviews. Multiple conceptions of critical thinking likely offer educators the ability to express diverse beliefs about what 'good thinking' means in variable contexts. The findings suggest that any single definition of critical thinking in the health professions will be inherently contentious and, we argue, should be. Such debates, when made visible to educators and trainees, can be highly productive.

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.

Critical thinking traits of top-tier experts and implications for computer science education

Science.gov (United States)

Bushey, Dean E.

A documented shortage of technical leadership and top-tier performers in computer science jeopardizes the technological edge, security, and economic well-being of the nation. The 2005 President's Information and Technology Advisory Committee (PITAC) Report on competitiveness in computational sciences highlights the major impact of science, technology, and innovation in keeping America competitive in the global marketplace. It stresses the fact that the supply of science, technology, and engineering experts is at the core of America's technological edge, national competitiveness and security. However, recent data shows that both undergraduate and postgraduate production of computer scientists is falling. The decline is "a quiet crisis building in the United States," a crisis that, if allowed to continue unchecked, could endanger America's well-being and preeminence among the world's nations. Past research on expert performance has shown that the cognitive traits of critical thinking, creativity, and problem solving possessed by top-tier performers can be identified, observed and measured. The studies show that the identified attributes are applicable across many domains and disciplines. Companies have begun to realize that cognitive skills are important for high-level performance and are reevaluating the traditional academic standards they have used to predict success for their top-tier performers in computer science. Previous research in the computer science field has focused either on programming skills of its experts or has attempted to predict the academic success of students at the undergraduate level. This study, on the other hand, examines the critical-thinking skills found among experts in the computer science field in order to explore the questions, "What cognitive skills do outstanding performers possess that make them successful?" and "How do currently used measures of academic performance correlate to critical-thinking skills among students?" The results

High-order passive photonic temporal integrators.

Science.gov (United States)

Asghari, Mohammad H; Wang, Chao; Yao, Jianping; Azaña, José

2010-04-15

We experimentally demonstrate, for the first time to our knowledge, an ultrafast photonic high-order (second-order) complex-field temporal integrator. The demonstrated device uses a single apodized uniform-period fiber Bragg grating (FBG), and it is based on a general FBG design approach for implementing optimized arbitrary-order photonic passive temporal integrators. Using this same design approach, we also fabricate and test a first-order passive temporal integrator offering an energetic-efficiency improvement of more than 1 order of magnitude as compared with previously reported passive first-order temporal integrators. Accurate and efficient first- and second-order temporal integrations of ultrafast complex-field optical signals (with temporal features as fast as approximately 2.5ps) are successfully demonstrated using the fabricated FBG devices.

Optimal explicit strong stability preserving Runge–Kutta methods with high linear order and optimal nonlinear order

KAUST Repository

Gottlieb, Sigal

2015-04-10

High order spatial discretizations with monotonicity properties are often desirable for the solution of hyperbolic PDEs. These methods can advantageously be coupled with high order strong stability preserving time discretizations. The search for high order strong stability time-stepping methods with large allowable strong stability coefficient has been an active area of research over the last two decades. This research has shown that explicit SSP Runge-Kutta methods exist only up to fourth order. However, if we restrict ourselves to solving only linear autonomous problems, the order conditions simplify and this order barrier is lifted: explicit SSP Runge-Kutta methods of any linear order exist. These methods reduce to second order when applied to nonlinear problems. In the current work we aim to find explicit SSP Runge-Kutta methods with large allowable time-step, that feature high linear order and simultaneously have the optimal fourth order nonlinear order. These methods have strong stability coefficients that approach those of the linear methods as the number of stages and the linear order is increased. This work shows that when a high linear order method is desired, it may still be worthwhile to use methods with higher nonlinear order.

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…

Analisis Kesalahan Siswa Dalam Pemecahan Masalah Matematika Pada Materi Peluang Berdasarkan High Order Thinking Dan Pemberian Scaffolding

Directory of Open Access Journals (Sweden)

Komarudin Komarudin

2017-09-01

Full Text Available Dalam penelitian ini penulis menganalisis tentang kesulitan siswa dalam proses pemecahan masalah. Berdasarkan analisis, kesalahan yang dilakukan oleh siswa dalam mengerjakan soal pemecahan masalah matematika materi peluang berdasarkan langkah Polya dihasilkan dalam proses memahami masalah sebesar 100%, menyusun rencana 81%, melaksanakan rencana 81% dan memeriksa kembali solusi sebesar 100%. Tipe kesalahan yang paling sering dilakukan oleh siswa dalam mengerjakan soal pemecahan masalah matematika materi peluang antara lain, dalam proses memahami masalah yaitu kesalahan dalam menentukan apa yang diketahui dan ditanyakan, dalam proses menyusun rencana yaitu tidak menuliskan langkah-langkah yang digunakan dalam menyelesaikan masalah serta siswa menuliskan langkah yang digunakan dalam menyelesaikan masalah tetapi tidak sesuai dengan permasalahan, kesalahan dalam melaksanakan rencana yaitu tidak menuliskan rumus yang digunakan, kesalahan dalam menentukan kesimpulan yaitu tidak menuliskan kesimpulan yang diberikan, kesalahan dalam memeriksa kembali solusi yaitu tidak melakukan perhitungan ketika memeriksa kembali solusi. Cara mengatasi masalah siswa dalam menyelesaikan soal peluang dengan pemberian Scaffolding yaitu memberikan lembar kerja siswa yang berisi langkah- langkah pemecahan masalah Polya serta arahan dan tanya jawab yang berkaitan dengan proses pemecahan langkah Polya. Kegiatan scaffolding yang dilakukan antara lain environmental provisions 25%, explaining 25%, restructing 17%,  reviewing 17%, developing conceptual thinking 16%. Kegiatan ini dapat meningkatkan kemampuan pemecahan masalah siswa pada materi peluang. Hal tersebut dapat diketahui dari hasil tes kedua siswa yang menunjukkan peningkatan serta respon positif siswa setelah kegiatan scaffolding. Sehingga dapat disimpulkan bahwa kegiatan scaffolding yang dilakukan dapat memberikan dampak positif kepada siswa.

Bases for conceptualisation of the notion of expert thinking

Directory of Open Access Journals (Sweden)

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.

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

Science.gov (United States)

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.

Measuring third year undergraduate nursing students' reflective thinking skills and critical reflection self-efficacy following high fidelity simulation: A pilot study.

Science.gov (United States)

Tutticci, Naomi; Lewis, Peter A; Coyer, Fiona

2016-05-01

Critical reflection underpins critical thinking, a highly desirable generic nursing graduate capability. To improve the likelihood of critical thinking transferring to clinical practice, reflective thinking needs to be measured within the learning space of simulation. This study was divided into two phases to address the reliability and validity measures of previously untested surveys. Phase One data was collected from individuals (n = 6) using a 'think aloud' approach and an expert panel to review content validity, and verbatim comment analysis was undertaken. The Reflective Thinking Instrument and Critical Reflection Self-Efficacy Visual Analogue Scale items were contextualised to simulation. The expert review confirmed these instruments exhibited content validity. Phase Two data was collected through an online survey (n = 58). Cronbach's alpha measured internal consistency and was demonstrated by all subscales and the Instrument as a whole (.849). There was a small to medium positive correlation between critical reflection self-efficacy and general self-efficacy (r = .324, n = 56, p = .048). Participant responses were positive regarding the simulation experience. The research findings demonstrated that the Reflective Thinking and Simulation Satisfaction survey is reliable. Further development of this survey to establish validity is recommended to make it viable. Copyright © 2016 Elsevier Ltd. All rights reserved.

The Impact of Problem-Based Learning Approach to Senior High School Students' Mathematics Critical Thinking Ability

Science.gov (United States)

Widyatiningtyas, Reviandari; Kusumah, Yaya S.; Sumarmo, Utari; Sabandar, Jozua

2015-01-01

The study reported the findings of an only post-test control group research design and aims to analyze the influence of problem-based learning approach, school level, and students' prior mathematical ability to student's mathematics critical thinking ability. The research subjects were 140 grade ten senior high school students coming from…

Relationships between Concept Mapping and Critical Thinking Skills of Vocational Nursing Students

Science.gov (United States)

Carson-Davis, Shirley

2012-01-01

The task of developing vocational nursing students' critical thinking abilities is one of the greatest challenges facing nurse educators today. Licensed vocational nurses (LVNs) must be trained to think critically in order to provide safe patient care. Due to the expanded role and functions in the LVN's scope of practice, LVNs are making more…

China And The International Order

Science.gov (United States)

2018-01-01

existing order, it stated that China will “take an active part in reforming and developing 13 Feng Zhang, “Chinese Thinking on the South China Sea and the...interests and those that do not align as closely with U.S. interests. China might be challenging 19 Zhang’s “Chinese Thinking on the South China...China Bets on Sensitive U.S. Start-Ups, Worrying the Pentagon,” New York Times, March 22, 2017a; Paul Mozur and Jane Perlez, “China Tech Investment

Meta-concepts, thinking skills and religious education

NARCIS (Netherlands)

Vermeer, P.

2012-01-01

This paper proposes that the acquisition of meta-concepts and thinking skills in order to facilitate scholarly religious thought should be the principal aim of religious education in schools. As a result, the aim of religious education is primarily stated in cognitive terms and religious education

Airfoil noise computation use high-order schemes

DEFF Research Database (Denmark)

Zhu, Wei Jun; Shen, Wen Zhong; Sørensen, Jens Nørkær

2007-01-01

High-order finite difference schemes with at least 4th-order spatial accuracy are used to simulate aerodynamically generated noise. The aeroacoustic solver with 4th-order up to 8th-order accuracy is implemented into the in-house flow solver, EllipSys2D/3D. Dispersion-Relation-Preserving (DRP) fin...

Impact of a concept map teaching approach on nursing students' critical thinking skills.

Science.gov (United States)

Kaddoura, Mahmoud; Van-Dyke, Olga; Yang, Qing

2016-09-01

Nurses confront complex problems and decisions that require critical thinking in order to identify patient needs and implement best practices. An active strategy for teaching students the skills to think critically is the concept map. This study explores the development of critical thinking among nursing students in a required pathophysiology and pharmacology course during the first year of a Bachelor of Science in Nursing in response to concept mapping as an interventional strategy, using the Health Education Systems, Incorporated critical thinking test. A two-group experimental study with a pretest and posttest design was used. Participants were randomly divided into a control group (n = 42) taught by traditional didactic lecturing alone, and an intervention group (n = 41), taught by traditional didactic lecturing with concept mapping. Students in the concept mapping group performed much better on the Health Education Systems, Incorporated than students in the control group. It is recommended that deans, program directors, and nursing faculties evaluate their curricula to integrate concept map teaching strategies in courses in order to develop critical thinking abilities in their students. © 2016 John Wiley & Sons Australia, Ltd.

Critical thinking: the development of an essential skill for nursing students.

Science.gov (United States)

Papathanasiou, Ioanna V; Kleisiaris, Christos F; Fradelos, Evangelos C; Kakou, Katerina; Kourkouta, Lambrini

2014-08-01

Critical thinking is defined as the mental process of actively and skillfully perception, analysis, synthesis and evaluation of collected information through observation, experience and communication that leads to a decision for action. In nursing education there is frequent reference to critical thinking and to the significance that it has in daily clinical nursing practice. Nursing clinical instructors know that students face difficulties in making decisions related to clinical practice. The main critical thinking skills in which nursing students should be exercised during their studies are critical analysis, introductory and concluding justification, valid conclusion, distinguish of facts and opinions, evaluation the credibility of information sources, clarification of concepts and recognition of conditions. Specific behaviors are essentials for enhancing critical thinking. Nursing students in order to learn and apply critical thinking should develop independence of thought, fairness, perspicacity in personal and social level, humility, spiritual courage, integrity, perseverance, self-confidence, interest for research and curiosity. Critical thinking is an essential process for the safe, efficient and skillful nursing practice. The nursing education programs should adopt attitudes that promote critical thinking and mobilize the skills of critical reasoning.

Teaching Thinking Skills in Context-Based Learning: Teachers' Challenges and Assessment Knowledge

Science.gov (United States)

Avargil, Shirly; Herscovitz, Orit; Dori, Yehudit Judy

2012-04-01

For an educational reform to succeed, teachers need to adjust their perceptions to the reform's new curricula and strategies and cope with new content, as well as new teaching and assessment strategies. Developing students' scientific literacy through context-based chemistry and higher order thinking skills was the framework for establishing a new chemistry curriculum for Israeli high school students. As part of this endeavor, we developed the Taste of Chemistry module, which focuses on context-based chemistry, chemical understanding, and higher order thinking skills. Our research objectives were (a) to identify the challenges and difficulties chemistry teachers faced, as well as the advantages they found, while teaching and assessing the Taste of Chemistry module; and (b) to investigate how they coped with teaching and assessing thinking skills that include analyzing data from graphs and tables, transferring between multiple representations and, transferring between chemistry understanding levels. Research participants included eight teachers who taught the module. Research tools included interviews, classroom observations, teachers-designed students' assignments, and developers-designed students' assignments. We documented different challenges teachers had faced while teaching the module and found that the teachers developed different ways of coping with these challenges. Developing teachers' assessment knowledge (AK) was found to be the highest stage in teachers' professional growth, building on teachers' content knowledge (CK), pedagogy knowledge (PK), and pedagogical-content knowledge (PCK). We propose the use of assignments designed by teachers as an instrument for determining their professional growth.

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.

What proverb understanding reveals about how people think.

Science.gov (United States)

Gibbs, R W; Beitel, D

1995-07-01

The ability to understand proverbial sayings, such as a rolling stone gathers no moss, has been of great interest to researchers in many areas of psychology. Most psychologists assume that understanding the figurative meanings of proverbs requires various kinds of higher order cognitive abilities. The authors review the findings on proverb interpretation to examine the question of what proverb use and understanding reveals about the ways normal and dysfunctional individuals think. The widely held idea that failure to provide a figurative interpretation of a proverb necessarily reflects a deficit in specialized abstract thinking is rejected. Moreover, the ability to correctly explain what a proverb means does not necessarily imply that an individual can think abstractly. Various empirical evidence, nonetheless, suggests that the ability to understand many proverbs reveals the presence of metaphorical schemes that are ubiquitous in everyday thought.

Assessing and developing critical-thinking skills in the intensive care unit.

Science.gov (United States)

Swinny, Betsy

2010-01-01

A lot of resources are spent on the development of new staff in the intensive care unit (ICU). These resources are necessary because the environment in the ICU is complex and the patients are critically ill. Nurses need an advanced knowledge base, the ability to accurately define and change priorities rapidly, good communication and teamwork skills, and the ability to work in a stressful environment in order to succeed and give their patients quality care. Critical thinking helps the nurse to navigate the complex and stressful environment of the ICU. Critical thinking includes more than just nursing knowledge. It includes the ability to think through complex, multifaceted problems to anticipate needs, recognize potential and actual complications, and to expertly communicate with the team. A nurse who is able to think critically will give better patient care. Various strategies can be used to develop critical thinking in ICU nurses. Nurse leaders are encouraged to support the development of critical-thinking skills in less experienced staff with the goal of improving the nurse's ability to work in the ICU and improving patient outcomes.

Debate: a strategy for teaching critical thinking.

Science.gov (United States)

Bell, E A

1991-01-01

Nurses in advanced practice require high-level critical thinking skills. Two elements of critical thinking are discovery and justification. The process of justification is focused on argumentation skills. Using the debate process to analyze, critique, and construct arguments may be an effective teaching-learning technique. Suggestions for the use of debate in graduate nursing curricula are included.

Innovative Tools to Assess Systems Thinking Ability

Science.gov (United States)

2017-12-01

addition to the six cognitive ability constructs, there are two motivational attributes that are highly relevant to systems thinking performance...roles of the habenular complex, the reward system , and the cingulate motor area revealed by functional magnetic resonance imaging. Journal of...Technical Report 1362 Innovative Tools to Assess Systems Thinking Ability Cory Adis Michelle Wisecarver Chelsey Raber Personnel

The Role of Cognitive Load in Intentional Forgetting Using the Think/No-Think Task.

Science.gov (United States)

Noreen, Saima; de Fockert, Jan W

2017-01-01

We investigated the role of cognitive control in intentional forgetting by manipulating working memory load during the think/no-think task. In two experiments, participants learned a series of cue-target word pairs and were asked to recall the target words associated with some cues or to avoid thinking about the target associated with other cues. In addition to this, participants also performed a modified version of the n-back task which required them to respond to the identity of a single target letter present in the currently presented cue word (n = 0 condition, low working memory load), and in either the previous cue word (n = 1 condition, high working memory load, Experiment 1) or the cue word presented two trials previously (n = 2 condition, high working memory load, Experiment 2). Participants' memory for the target words was subsequently tested using same and novel independent probes. In both experiments it was found that although participants were successful at forgetting on both the same and independent-probe tests in the low working memory load condition, they were only successful at forgetting on the same-probe test in the high working memory load condition. We argue that our findings suggest that the high load working memory task diverted attention from direct suppression and acted as an interference-based strategy. Thus, when cognitive resources are limited participants can switch between the strategies they use to prevent unwanted memories from coming to mind.

Experiential thinking in creationism--a textual analysis.

Science.gov (United States)

Nieminen, Petteri; Ryökäs, Esko; Mustonen, Anne-Mari

2015-01-01

Creationism is a religiously motivated worldview in denial of biological evolution that has been very resistant to change. We performed a textual analysis by examining creationist and pro-evolutionary texts for aspects of "experiential thinking", a cognitive process different from scientific thought. We observed characteristics of experiential thinking as follows: testimonials (present in 100% of sampled creationist texts), such as quotations, were a major form of proof. Confirmation bias (100% of sampled texts) was represented by ignoring or dismissing information that would contradict the creationist hypothesis. Scientifically irrelevant or flawed information was re-interpreted as relevant for the falsification of evolution (75-90% of sampled texts). Evolutionary theory was associated to moral issues by demonizing scientists and linking evolutionary theory to atrocities (63-93% of sampled texts). Pro-evolutionary rebuttals of creationist claims also contained testimonials (93% of sampled texts) and referred to moral implications (80% of sampled texts) but displayed lower prevalences of stereotypical thinking (47% of sampled texts), confirmation bias (27% of sampled texts) and pseudodiagnostics (7% of sampled texts). The aspects of experiential thinking could also be interpreted as argumentative fallacies. Testimonials lead, for instance, to ad hominem and appeals to authorities. Confirmation bias and simplification of data give rise to hasty generalizations and false dilemmas. Moral issues lead to guilt by association and appeals to consequences. Experiential thinking and fallacies can contribute to false beliefs and the persistence of the claims. We propose that science educators would benefit from the systematic analysis of experiential thinking patterns and fallacies in creationist texts and pro-evolutionary rebuttals in order to concentrate on scientific misconceptions instead of the scientifically irrelevant aspects of the creationist-evolutionist debate.

Theory of communicative action: a basis for the development of critical thinking.

Science.gov (United States)

Carvalho, Diana Paula de Souza Rego Pinto; Vitor, Allyne Fortes; Cogo, Ana Luísa Petersen; Santos, Viviane Euzébia Pereira; Ferreira, Marcos Antonio

2017-01-01

Reflections on some assumptions of the theory of Communicative Action and the development of Critical Thinking in the context of training students in undergraduate nursing courses. The perspective is based on concepts of Jürgen Habermas, as a possibility for the development of critical thinking among the students of these courses. Communication is therefore understood as inherent in the training of nurses in a continuous, dynamic, dialogical process, with interventions that are related to the context of the students and that have meaning for them, in order to contribute to the promotion of Critical Thinking.

Dynamic Stability Analysis Using High-Order Interpolation

Directory of Open Access Journals (Sweden)

Juarez-Toledo C.

2012-10-01

Full Text Available A non-linear model with robust precision for transient stability analysis in multimachine power systems is proposed. The proposed formulation uses the interpolation of Lagrange and Newton's Divided Difference. The High-Order Interpolation technique developed can be used for evaluation of the critical conditions of the dynamic system.The technique is applied to a 5-area 45-machine model of the Mexican interconnected system. As a particular case, this paper shows the application of the High-Order procedure for identifying the slow-frequency mode for a critical contingency. Numerical examples illustrate the method and demonstrate the ability of the High-Order technique to isolate and extract temporal modal behavior.

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…

Stepwise training supports strategic second-order theory of mind in turn-taking games

NARCIS (Netherlands)

Verbrugge, Laurina; Meijering, Ben; Wierda, Stefan; van Rijn, Dirk; Taatgen, Niels

People model other people's mental states in order to understand and predict their behavior. Sometimes they model what others think about them as well: "He thinks that I intend to stop." Such second-order theory of mind is needed to navigate some social situations, for example, to make optimal

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. ...

A Two-Step Theory of the Evolution of Human Thinking

Directory of Open Access Journals (Sweden)

Satne Glenda

2016-03-01

Full Text Available Social accounts of objective content, like the one advanced by Tomasello (2014, are traditionally challenged by an ‘essential tension’ (Hutto and Satne 2015. The tension is the following: while sociality is deemed to be at the basis of thinking, in order to explain sociality, some form of thinking seems to be necessarily presupposed. In this contribution I analyse Tomasello’s two-step theory of the evolution of human thinking vis-à-vis this challenge. While his theory is in principle suited to address it, I claim that the specifics of the first step and the notion of perspective that infuse it are problematic in this regard. I end by briefly sketching an alternative.

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.

Higher Order Thinking in an Online World: Toward a Theory of Web-Mediated Knowledge Synthesis

Science.gov (United States)

DeSchryver, Michael

2014-01-01

Background/Context: The rapid pace of technological change, undergirded by near ubiquitous access to the web, is producing a new learning ecology--a new ecology of information, of knowledge, of reading, of teaching, and of thinking. This instant availability of digital resources frees both time and cognitive energy that may be used to facilitate…

"Thinking about a Sustainable Earth"

Science.gov (United States)

Ikeshita, Makoto

2014-05-01

1.Introduction The Course of study for Junior high school teaching was changed in 2008 in Japan. We should especially mention about this change that ESD, "Education for Sustainable Development," was written as a point of view. ESD is a kind of educations that is studied with a target for a region and that aims at reorganize of consciousness through thinking of how to be a better region. ESD's view was written for Social studies, Science, Foreign Languages, Health and Physical Education, Home Economics and Technical Arts, and the Period for Integrated Studies. Of these subjects, Social studies are the one of core subjects. Social studies for Junior high school consist of Geography, History and Civics. "Problem of us and international society" is the last part of Civics. Teacher helps students to understand international society deeply and think about the role of our country for it. Students research many problems (global environment, resources and energy, poverty etc.) and organize their thoughts on how make a better society as a part of the human family. I taught them to think about how to solve many themes like religious problems, terrorism problems, the North-South problems, and resource and energy problems. It is my practice to let them think about what they should do to solve the global warming problem. 2.The truth of my class I pointed out to the students that the length of summer time in Japan is increasing, and we can anticipate it will continue to increase in the future. After that, I explained to them that occurrence of sudden, heavy downpour of rain is increasing and helped them understand the process of this kind of downpour through some diagrams and pictures. I helped them understand the context of this increase of the length of summer time and heavy downpour within the whole earth's ecosystem. Such increases as these things are causing global warming. I asked them to think about what are the possible problems if global warming progresses. The ideas the

asking questions for higher order thinking in visual literacy

African Journals Online (AJOL)

Numerous factors such as socio-economic back- ground of .... questions should comprise 40% low-order questions (Knowledge), 40% middle-order questions ... The data obtained from the class participants comprise details of a two-step tea-.

Open formations: networked thinking and tinkering

DEFF Research Database (Denmark)

Nørgård, Rikke Toft

2014-01-01

on fieldwork in and explorations of physical learning contexts – by making the students interact with and involve their participants (children) through processes of participatory design, ideation, digital fabrication and design thinking. The course is designed to give students insights into how the actual...... in design teams within higher education with, on the one hand, international research communities and conferences – by making the student’s partake and contribute to these through making blog posts, prezis and video pitches – and, on the other hand, actual production of IT didactic designs based...... design of technologies impact learning contexts through designerly engaged conversations around digital literacy, digital fabrication and design thinking. This is done in order to facilitate an imaginative approach to digital technologies where technologies no longer are ‘black boxed’ solutions...

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

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

CERN Document Server

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...

Experiential thinking in creationism--a textual analysis.

Directory of Open Access Journals (Sweden)

Petteri Nieminen

Full Text Available Creationism is a religiously motivated worldview in denial of biological evolution that has been very resistant to change. We performed a textual analysis by examining creationist and pro-evolutionary texts for aspects of "experiential thinking", a cognitive process different from scientific thought. We observed characteristics of experiential thinking as follows: testimonials (present in 100% of sampled creationist texts, such as quotations, were a major form of proof. Confirmation bias (100% of sampled texts was represented by ignoring or dismissing information that would contradict the creationist hypothesis. Scientifically irrelevant or flawed information was re-interpreted as relevant for the falsification of evolution (75-90% of sampled texts. Evolutionary theory was associated to moral issues by demonizing scientists and linking evolutionary theory to atrocities (63-93% of sampled texts. Pro-evolutionary rebuttals of creationist claims also contained testimonials (93% of sampled texts and referred to moral implications (80% of sampled texts but displayed lower prevalences of stereotypical thinking (47% of sampled texts, confirmation bias (27% of sampled texts and pseudodiagnostics (7% of sampled texts. The aspects of experiential thinking could also be interpreted as argumentative fallacies. Testimonials lead, for instance, to ad hominem and appeals to authorities. Confirmation bias and simplification of data give rise to hasty generalizations and false dilemmas. Moral issues lead to guilt by association and appeals to consequences. Experiential thinking and fallacies can contribute to false beliefs and the persistence of the claims. We propose that science educators would benefit from the systematic analysis of experiential thinking patterns and fallacies in creationist texts and pro-evolutionary rebuttals in order to concentrate on scientific misconceptions instead of the scientifically irrelevant aspects of the creationist

Conceptual thinking of uneducated adults

Directory of Open Access Journals (Sweden)

Pavlović Zoran

2006-01-01

Full Text Available The starting point of this paper is Vygotsky's thesis that the prerequisite of conceptual thinking and concepts in general is the systematic influence upon the child effectuated by his/her inclusion into the process of education. The aim of this work is to examine characteristics of conceptual thinking of people who have not attended school, by which they have been devoid of formative role of education. Four different methods for examination of conceptual development have been used on the sample consisting of seventeen respondents who have not attended school. The results state that the majority of respondents have not demonstrated that they master the concepts on the highest level of development in none of these four methods. However, some respondents in some tests and some individual tasks within the tests show some characteristics of the high level of the conceptual thinking development.

Critical thinking skills in nursing students: comparison of simulation-based performance with metrics

Science.gov (United States)

Fero, Laura J.; O’Donnell, John M.; Zullo, Thomas G.; Dabbs, Annette DeVito; Kitutu, Julius; Samosky, Joseph T.; Hoffman, Leslie A.

2018-01-01

Aim This paper is a report of an examination of the relationship between metrics of critical thinking skills and performance in simulated clinical scenarios. Background Paper and pencil assessments are commonly used to assess critical thinking but may not reflect simulated performance. Methods In 2007, a convenience sample of 36 nursing students participated in measurement of critical thinking skills and simulation-based performance using videotaped vignettes, high-fidelity human simulation, the California Critical Thinking Disposition Inventory and California Critical Thinking Skills Test. Simulation- based performance was rated as ‘meeting’ or ‘not meeting’ overall expectations. Test scores were categorized as strong, average, or weak. Results Most (75·0%) students did not meet overall performance expectations using videotaped vignettes or high-fidelity human simulation; most difficulty related to problem recognition and reporting findings to the physician. There was no difference between overall performance based on method of assessment (P = 0·277). More students met subcategory expectations for initiating nursing interventions (P ≤ 0·001) using high-fidelity human simulation. The relationship between video-taped vignette performance and critical thinking disposition or skills scores was not statistically significant, except for problem recognition and overall critical thinking skills scores (Cramer’s V = 0·444, P = 0·029). There was a statistically significant relationship between overall high-fidelity human simulation performance and overall critical thinking disposition scores (Cramer’s V = 0·413, P = 0·047). Conclusion Students’ performance reflected difficulty meeting expectations in simulated clinical scenarios. High-fidelity human simulation performance appeared to approximate scores on metrics of critical thinking best. Further research is needed to determine if simulation-based performance correlates with critical thinking skills

Critical thinking skills in nursing students: comparison of simulation-based performance with metrics.

Science.gov (United States)

Fero, Laura J; O'Donnell, John M; Zullo, Thomas G; Dabbs, Annette DeVito; Kitutu, Julius; Samosky, Joseph T; Hoffman, Leslie A

2010-10-01

This paper is a report of an examination of the relationship between metrics of critical thinking skills and performance in simulated clinical scenarios. Paper and pencil assessments are commonly used to assess critical thinking but may not reflect simulated performance. In 2007, a convenience sample of 36 nursing students participated in measurement of critical thinking skills and simulation-based performance using videotaped vignettes, high-fidelity human simulation, the California Critical Thinking Disposition Inventory and California Critical Thinking Skills Test. Simulation-based performance was rated as 'meeting' or 'not meeting' overall expectations. Test scores were categorized as strong, average, or weak. Most (75.0%) students did not meet overall performance expectations using videotaped vignettes or high-fidelity human simulation; most difficulty related to problem recognition and reporting findings to the physician. There was no difference between overall performance based on method of assessment (P = 0.277). More students met subcategory expectations for initiating nursing interventions (P ≤ 0.001) using high-fidelity human simulation. The relationship between videotaped vignette performance and critical thinking disposition or skills scores was not statistically significant, except for problem recognition and overall critical thinking skills scores (Cramer's V = 0.444, P = 0.029). There was a statistically significant relationship between overall high-fidelity human simulation performance and overall critical thinking disposition scores (Cramer's V = 0.413, P = 0.047). Students' performance reflected difficulty meeting expectations in simulated clinical scenarios. High-fidelity human simulation performance appeared to approximate scores on metrics of critical thinking best. Further research is needed to determine if simulation-based performance correlates with critical thinking skills in the clinical setting. © 2010 The Authors. Journal of Advanced

Perceptions of the use of critical thinking teaching methods.

Science.gov (United States)

Kowalczyk, Nina; Hackworth, Ruth; Case-Smith, Jane

2012-01-01

To identify the perceived level of competence in teaching and assessing critical thinking skills and the difficulties facing radiologic science program directors in implementing student-centered teaching methods. A total of 692 program directors received an invitation to complete an electronic survey soliciting information regarding the importance of critical thinking skills, their confidence in applying teaching methods and assessing student performance, and perceived obstacles. Statistical analysis included descriptive data, correlation coefficients, and ANOVA. Responses were received from 317 participants indicating program directors perceive critical thinking to be an essential element in the education of the student; however, they identified several areas for improvement. A high correlation was identified between the program directors' perceived level of skill and their confidence in critical thinking, and between their perceived level of skill and ability to assess the students' critical thinking. Key barriers to implementing critical thinking teaching strategies were identified. Program directors value the importance of implementing critical thinking teaching methods and perceive a need for professional development in critical thinking educational methods. Regardless of the type of educational institution in which the academic program is located, the level of education held by the program director was a significant factor regarding perceived confidence in the ability to model critical thinking skills and the ability to assess student critical thinking skills.

Framework of Assessment for the Evaluation of Thinking Skills of Tertiary Level Students

Science.gov (United States)

Heng, Chan Swee; Ziguang, Yan

2015-01-01

In the 21st century, students are required to master thinking skills in order to deal with many situations that arise in the tertiary environment which later would translate into the workplace. Nowadays, thinking skills play a vital role in tertiary education. To provide an approach for teachers, this paper identifies a 4-step model that can be…

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

Science.gov (United States)

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.

Moderate levels of activation lead to forgetting in the think/no-think paradigm.

Science.gov (United States)

Detre, Greg J; Natarajan, Annamalai; Gershman, Samuel J; Norman, Kenneth A

2013-10-01

Using the think/no-think paradigm (Anderson & Green, 2001), researchers have found that suppressing retrieval of a memory (in the presence of a strong retrieval cue) can make it harder to retrieve that memory on a subsequent test. This effect has been replicated numerous times, but the size of the effect is highly variable. Also, it is unclear from a neural mechanistic standpoint why preventing recall of a memory now should impair your ability to recall that memory later. Here, we address both of these puzzles using the idea, derived from computational modeling and studies of synaptic plasticity, that the function relating memory activation to learning is U-shaped, such that moderate levels of memory activation lead to weakening of the memory and higher levels of activation lead to strengthening. According to this view, forgetting effects in the think/no-think paradigm occur when the suppressed item activates moderately during the suppression attempt, leading to weakening; the effect is variable because sometimes the suppressed item activates strongly (leading to strengthening) and sometimes it does not activate at all (in which case no learning takes place). To test this hypothesis, we ran a think/no-think experiment where participants learned word-picture pairs; we used pattern classifiers, applied to fMRI data, to measure how strongly the picture associates were activating when participants were trying not to retrieve these associates, and we used a novel Bayesian curve-fitting procedure to relate this covert neural measure of retrieval to performance on a later memory test. In keeping with our hypothesis, the curve-fitting procedure revealed a nonmonotonic relationship between memory activation (as measured by the classifier) and subsequent memory, whereby moderate levels of activation of the to-be-suppressed item led to diminished performance on the final memory test, and higher levels of activation led to enhanced performance on the final test. Copyright �

Enhancing pre-service physics teachers' creative thinking skills through HOT lab design

Science.gov (United States)

Malik, Adam; Setiawan, Agus; Suhandi, Andi; Permanasari, Anna

2017-08-01

A research on the implementation of HOT (Higher Order Thinking) Laboratory has been carried out. This research is aimed to compare increasing of creative thinking skills of pre-service physics teachers who receive physics lesson with HOT Lab and with verification lab for the topic of electric circuit. This research used a quasi-experiment methods with control group pretest-posttest design. The subject of the research is 40 Physics Education pre-service physics teachers of UIN Sunan Gunung Djati Bandung. Research samples were selected by class random sampling technique. Data on pre-service physics teachers' creative thinking skills were collected using test of creative thinking skills in the form of essay. The results of the research reveal that average of N-gain of creative thinking skills are for pre-service physics teachers who received lesson with HOT Lab design and for pre-service physics teachers who received lesson with verification lab, respectively. Therefore, we conclude that application of HOT Lab design is more effective to increase creative thinking skills in the lesson of electric circuit.

Integrating Active Learning, Critical Thinking and Multicultural Education in Teaching Media Ethics across the Curriculum.

Science.gov (United States)

Brislin, Tom

This paper presents four teaching strategies, grounded in pedagogical theory, to encourage an active, challenging, creative, and meaningful experience for journalism and mass communication students grappling with moral issues, and developing higher order thinking in ethical decision-making processes. Strategies emphasizing critical thinking and…

Students’ Critical Mathematical Thinking Skills and Character:Experiments for Junior High School Students through Realistic Mathematics Education Culture-Based

Directory of Open Access Journals (Sweden)

Anderson L. Palinussa

2013-01-01

Full Text Available This paper presents the findings of a quasi-experimental with pre-test-post-test design and control group that aims to assess students’ critical mathematical thinking skills and character through realistic mathematics education (RME culture-based. Subjects of this study were 106 junior high school students from two low and medium schools level in Ambon. The instruments of the study are: students’ early math skills test, critical thinking skills mathematical test and perception scale of students’character. Data was analyzed by using t-test and Anova. The study found that: 1 Achievements and enhancement of students’ critical mathematical thinking skills who were treated with by realistic mathematics education is better then students’ skills were treated by conventional mathematics education. The differences are considered to: a overall students, b the level of early math skills, and c schools’ level; 2 Quality of students’ character who were treated by realistic mathematics education is better then students’ character who were treated by conventional mathematics education The differences are considered to: a overall students, b the level of early math skills, and c schools’ level  Keywords: Critical Thinking, Students’ Character, Realistic Mathematics Education Culture-Based DOI: http://dx.doi.org/10.22342/jme.4.1.566.75-94

Analysis of Critical Thinking Skills on The Topic of Static Fluid

Science.gov (United States)

Puspita, I.; Kaniawati, I.; Suwarma, I. R.

2017-09-01

This study aimed to know the critical thinking skills profil of senior high school students. This research using a descriptive study to analysis student test results of critical thinking skill of 40 students XI grade in one of the senior high school in Bogor District. The method used is survey research with sample determined by purposive sampling technique. The instrument used is test of critical thinking skill by 5 indicators on static fluid topics. Questions consist of 11 set. It is has been developed by researcher and validated by experts. The results showed students critical thinking skills are still low. Is almost every indicator of critical thinking skills only reaches less than 30%. 28% for elementary clarification, 10% for the basic for decisions/basic support, 6% for inference, 6% for advanced clarification, 4% for strategies and tactics.

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.

High-order shock-fitted detonation propagation in high explosives

Science.gov (United States)

Romick, Christopher M.; Aslam, Tariq D.

2017-03-01

A highly accurate numerical shock and material interface fitting scheme composed of fifth-order spatial and third- or fifth-order temporal discretizations is applied to the two-dimensional reactive Euler equations in both slab and axisymmetric geometries. High rates of convergence are not typically possible with shock-capturing methods as the Taylor series analysis breaks down in the vicinity of discontinuities. Furthermore, for typical high explosive (HE) simulations, the effects of material interfaces at the charge boundary can also cause significant computational errors. Fitting a computational boundary to both the shock front and material interface (i.e. streamline) alleviates the computational errors associated with captured shocks and thus opens up the possibility of high rates of convergence for multi-dimensional shock and detonation flows. Several verification tests, including a Sedov blast wave, a Zel'dovich-von Neumann-Döring (ZND) detonation wave, and Taylor-Maccoll supersonic flow over a cone, are utilized to demonstrate high rates of convergence to nontrivial shock and reaction flows. Comparisons to previously published shock-capturing multi-dimensional detonations in a polytropic fluid with a constant adiabatic exponent (PF-CAE) are made, demonstrating significantly lower computational error for the present shock and material interface fitting method. For an error on the order of 10 m /s, which is similar to that observed in experiments, shock-fitting offers a computational savings on the order of 1000. In addition, the behavior of the detonation phase speed is examined for several slab widths to evaluate the detonation performance of PBX 9501 while utilizing the Wescott-Stewart-Davis (WSD) model, which is commonly used in HE modeling. It is found that the thickness effect curve resulting from this equation of state and reaction model using published values is dramatically more steep than observed in recent experiments. Utilizing the present fitting

Exploring the relation between process design and efficiency in high-volume cataract pathways from a lean thinking perspective

NARCIS (Netherlands)

van Vliet, Ellen J.; Bredenhoff, E.; Bredenhoff, Eelco; Sermeus, Walter; Kop, Lucas M.; Sol, Johannes C.A.; van Harten, Willem H.

2011-01-01

Objective: To compare process designs of three high-volume cataract pathways in a lean thinking framework and to explore how efficiency in terms of lead times, hospital visits and costs is related to process design. Design: International retrospective comparative benchmark study with a mixed-method

Fostering Creative Thinking Within the U.S. Army Command and General Staff Officers’ Course Curriculum

Science.gov (United States)

2016-06-10

are often displayed as a pyramid to aid in visualization (Reeves 2011). Synthesis, considered a higher order thinking skill, is most applicable to...FOSTERING CREATIVE THINKING WITHIN THE U.S. ARMY COMMAND AND GENERAL STAFF OFFICERS’ COURSE CURRICULUM A thesis presented...From - To) AUG 2015 – JUN 2016 4. TITLE AND SUBTITLE Fostering Creative Thinking within the U.S. Army Command and General Staff Officers’ Course

High order Poisson Solver for unbounded flows

DEFF Research Database (Denmark)

Hejlesen, Mads Mølholm; Rasmussen, Johannes Tophøj; Chatelain, Philippe

2015-01-01

This paper presents a high order method for solving the unbounded Poisson equation on a regular mesh using a Green’s function solution. The high order convergence was achieved by formulating mollified integration kernels, that were derived from a filter regularisation of the solution field....... The method was implemented on a rectangular domain using fast Fourier transforms (FFT) to increase computational efficiency. The Poisson solver was extended to directly solve the derivatives of the solution. This is achieved either by including the differential operator in the integration kernel...... the equations of fluid mechanics as an example, but can be used in many physical problems to solve the Poisson equation on a rectangular unbounded domain. For the two-dimensional case we propose an infinitely smooth test function which allows for arbitrary high order convergence. Using Gaussian smoothing...

Sleep deprivation reduces perceived emotional intelligence and constructive thinking skills.

Science.gov (United States)

Killgore, William D S; Kahn-Greene, Ellen T; Lipizzi, Erica L; Newman, Rachel A; Kamimori, Gary H; Balkin, Thomas J

2008-07-01

Insufficient sleep can adversely affect a variety of cognitive abilities, ranging from simple alertness to higher-order executive functions. Although the effects of sleep loss on mood and cognition are well documented, there have been no controlled studies examining its effects on perceived emotional intelligence (EQ) and constructive thinking, abilities that require the integration of affect and cognition and are central to adaptive functioning. Twenty-six healthy volunteers completed the Bar-On Emotional Quotient Inventory (EQi) and the Constructive Thinking Inventory (CTI) at rested baseline and again after 55.5 and 58 h of continuous wakefulness, respectively. Relative to baseline, sleep deprivation was associated with lower scores on Total EQ (decreased global emotional intelligence), Intrapersonal functioning (reduced self-regard, assertiveness, sense of independence, and self-actualization), Interpersonal functioning (reduced empathy toward others and quality of interpersonal relationships), Stress Management skills (reduced impulse control and difficulty with delay of gratification), and Behavioral Coping (reduced positive thinking and action orientation). Esoteric Thinking (greater reliance on formal superstitions and magical thinking processes) was increased. These findings are consistent with the neurobehavioral model suggesting that sleep loss produces temporary changes in cerebral metabolism, cognition, emotion, and behavior consistent with mild prefrontal lobe dysfunction.

High-order nonlinear susceptibilities of He

International Nuclear Information System (INIS)

Liu, W.C.; Clark, C.W.

1996-01-01

High-order nonlinear optical response of noble gases to intense laser radiation is of considerable experimental interest, but is difficult to measure or calculate accurately. The authors have begun a set of calculations of frequency-dependent nonlinear susceptibilities of He 1s, within the framework of Rayleigh=Schroedinger perturbation theory at lowest applicable order, with the goal of providing critically evaluated atomic data for modelling high harmonic generation processes. The atomic Hamiltonian is decomposed in term of Hylleraas coordinates and spherical harmonics using the formalism of Ponte and Shakeshaft, and the hierarchy of inhomogeneous equations of perturbation theory is solved iteratively. A combination of Hylleraas and Frankowski basis functions is used; the compact Hylleraas basis provides a highly accurate representation of the ground state wavefunction, whereas the diffuse Frankowski basis functions efficiently reproduce the correct asymptotic structure of the perturbed orbitals

Fabrication of highly ordered nanoporous alumina films by stable high-field anodization

International Nuclear Information System (INIS)

Li Yanbo; Zheng Maojun; Ma Li; Shen Wenzhong

2006-01-01

Stable high-field anodization (1500-4000 A m -2 ) for the fabrication of highly ordered porous anodic alumina films has been realized in a H 3 PO 4 -H 2 O-C 2 H 5 OH system. By maintaining the self-ordering voltage and adjusting the anodizing current density, high-quality self-ordered alumina films with a controllable inter-pore distance over a large range are achieved. The high anodizing current densities lead to high-speed film growth (4-10 μm min -1 ). The inter-pore distance is not solely dependent on the anodizing voltage, but is also influenced by the anodizing current density. This approach is simple and cost-effective, and is of great value for applications in diverse areas of nanotechnology

A Model for Developing Improvements to Critical Thinking Skills across the Community College Curriculum

Science.gov (United States)

McGarrity, DeShawn N.

2013-01-01

Society is faced with more complex problems than in the past because of rapid advancements in technology. These complex problems require multi-dimensional problem-solving abilities that are consistent with higher-order thinking skills. Bok (2006) posits that over 90% of U.S. faculty members consider critical thinking skills as essential for…

Scenarios planning: the evolution of prospective thinking

Directory of Open Access Journals (Sweden)

Maurício Fernandes Pereira

2005-01-01

Full Text Available The world is changing even more than before. Around the world, the organizational stability is in face of threats unnoticed before, due to technologic innovations, uncontrolled financial markets, up to date customers, and an observant society and government, in order to control the organizations’ social and environmental responsibilities. To face this threats, organizations needs to worry even more, renew its long range planning systems, and use Prospective Scenaries to find out, in a better way, the dynamic forces that will preveil in the next years. This paper seeks to clarify the source of prospective thinking that has created and developed this tool. Prospective Thinking is considered, nowadays, one of most innovatives tools used by the strategic management in organizations.

Strategic thinking in turbulent times

Directory of Open Access Journals (Sweden)

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.

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.

A Reduced-Order Controller Considering High-Order Modal Information of High-Rise Buildings for AMD Control System with Time-Delay

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Zuo-Hua Li

2017-01-01

Full Text Available Time-delays of control force calculation, data acquisition, and actuator response will degrade the performance of Active Mass Damper (AMD control systems. To reduce the influence, model reduction method is used to deal with the original controlled structure. However, during the procedure, the related hierarchy information of small eigenvalues will be directly discorded. As a result, the reduced-order model ignores the information of high-order mode, which will reduce the design accuracy of an AMD control system. In this paper, a new reduced-order controller based on the improved Balanced Truncation (BT method is designed to reduce the calculation time and to retain the abandoned high-order modal information. It includes high-order natural frequency, damping ratio, and vibration modal information of the original structure. Then, a control gain design method based on Guaranteed Cost Control (GCC algorithm is presented to eliminate the adverse effects of data acquisition and actuator response time-delays in the design process of the reduced-order controller. To verify its effectiveness, the proposed methodology is applied to a numerical example of a ten-storey frame and an experiment of a single-span four-storey steel frame. Both numerical and experimental results demonstrate that the reduced-order controller with GCC algorithm has an excellent control effect; meanwhile it can compensate time-delays effectively.

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.

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...

The Relationship between Critical Thinking Disposition and Self-Esteem

Directory of Open Access Journals (Sweden)

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.

High-Trust Leadership and Blended Learning in the Age of Disruptive Innovation: Strategic Thinking for Colleges and Schools of Education

Science.gov (United States)

Holland, Denise D.; Piper, Randy T.

2016-01-01

We introduce diverse definitions of leadership and its evolutionary history and then we integrate this idea network: strategic thinking, high-trust leadership, blended learning, and disruptive innovation. Following the lead of Marx's (2014) model of Teaching Leadership and Strategy and Rehm's (2014) model of High School Student Leadership…

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.

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...

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.

Using Activity Theory to Design Constructivist Online Learning Environments for Higher Order Thinking: A Retrospective Analysis

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Dirk Morrison

2003-10-01

Full Text Available Abstract. This paper examined a particular online learning activity, embedded within a computer supported collaborative learning (CSCL environment incorporated as part of the larger context of participation in a unique national agricultural leadership development program. Process outcomes such as a high level of collaboration and active peer facilitation as well as demonstration by participants of a variety of holistic thinking skills were observed via a transcript analysis of online interactions. This led to speculations that the particular design features embedded within the context of the online collaborative issues analysis project (IAP, were thought to clearly reflect a constructivist approach. Methods to confirm this included evaluating the learning activity in light of nine characteristics of an authentic task in CSCL environments, and using activity theory as a conceptual framework with which to further examine the extent to which the IAP reflected the values and principles of a constructivist online learning environment.

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).

Vitalistic thinking in adults.

Science.gov (United States)

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.

A Critical Evaluation of the Influence of Creative Thinking on Marketing Creativity

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Marius Sebastian RÜCKER

2017-05-01

Full Text Available Due to the rapid technological development and a globally competitive business environment, creative marketing methods become increasingly important for a unique value proposition. As a result, the aim of this research paper is to critically evaluate the influence of creative thinking on marketing creativity. In order to evaluate this correlation, examples of creative marketing concepts in traditional marketing and online marketing campaigns are examined and analysed in regards to potentially required creative thinking processes. This evaluation led to the conclusion that creative thinking influences marketing creativity in a holistic way by creating experiences, forming relationships, and addressing large audiences in a cost-efficient way.

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...

Scope of Semantic Activation and Innovative Thinking in College Students with ADHD

Science.gov (United States)

White, Holly A.; Shah, Priti

2016-01-01

Adults with attention-deficit/hyperactivity disorder (ADHD) show high divergent thinking on standardized laboratory measures. This study assessed innovative thinking in adults with ADHD using a realistic task and investigated a possible cognitive mechanism for ADHD-related advantages in innovative thinking. College students with and without ADHD…

High-order nonuniformly correlated beams

Science.gov (United States)

Wu, Dan; Wang, Fei; Cai, Yangjian

2018-02-01

We have introduced a class of partially coherent beams with spatially varying correlations named high-order nonuniformly correlated (HNUC) beams, as an extension of conventional nonuniformly correlated (NUC) beams. Such beams bring a new parameter (mode order) which is used to tailor the spatial coherence properties. The behavior of the spectral density of the HNUC beams on propagation has been investigated through numerical examples with the help of discrete model decomposition and fast Fourier transform (FFT) algorithm. Our results reveal that by selecting the mode order appropriately, the more sharpened intensity maxima can be achieved at a certain propagation distance compared to that of the NUC beams, and the lateral shift of the intensity maxima on propagation is closed related to the mode order. Furthermore, analytical expressions for the r.m.s width and the propagation factor of the HNUC beams on free-space propagation are derived by means of Wigner distribution function. The influence of initial beam parameters on the evolution of the r.m.s width and the propagation factor, and the relation between the r.m.s width and the occurring of the sharpened intensity maxima on propagation have been studied and discussed in detail.

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…

Let's Think Creatively: Designing a High School Lesson on Metaphorical Creativity for English L2 Learners

Science.gov (United States)

Wang, Hung-chun

2018-01-01

This article reports on a practitioner research study exploring how creative thinking activities can be designed and integrated into high school English classes. It delineates the process of developing a metaphorical creativity workshop for year 11 students in Taiwan and demonstrates the students' workshop experiences and learning outcomes.…

Developing Critical Thinking and Communication Skills in Students ...

African Journals Online (AJOL)

Critical thinking and communication competence are recognized by educators as vital skills required for mastery of school subjects. However, it is observed that these two skills are underdeveloped in students. In order, to fill this void, this paper aims at constructing a framework that would be employed by teachers in ...

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.

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.

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.

Mapping student thinking in chemical synthesis

Science.gov (United States)

Weinrich, Melissa

In order to support the development of learning progressions about central ideas and practices in different disciplines, we need detailed analyses of the implicit assumptions and reasoning strategies that guide students' thinking at different educational levels. In the particular case of chemistry, understanding how new chemical substances are produced (chemical synthesis) is of critical importance. Thus, we have used a qualitative research approach based on individual interviews with first semester general chemistry students (n = 16), second semester organic chemistry students (n = 15), advanced undergraduates (n = 9), first year graduate students (n = 15), and PhD candidates (n = 16) to better characterize diverse students' underlying cognitive elements (conceptual modes and modes of reasoning) when thinking about chemical synthesis. Our results reveal a great variability in the cognitive resources and strategies used by students with different levels of training in the discipline to make decisions, particularly at intermediate levels of expertise. The specific nature of the task had a strong influence on the conceptual sophistication and mode of reasoning that students exhibited. Nevertheless, our data analysis has allowed us to identify common modes of reasoning and assumptions that seem to guide students' thinking at different educational levels. Our results should facilitate the development of learning progressions that help improve chemistry instruction, curriculum, and assessment.

Teaching Critical Thinking Using High-Impact Practices: A Quantitative Study

Science.gov (United States)

Rosfeld, Kimberlina

2017-01-01

Many American college students lack the academic skills to be successful. College faculty members struggle to help these disadvantaged students excel in a college environment. There is a need for identified strategies to help college students develop academic skills such as critical thinking. The purpose of this study was to determine if…

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…

NCI Think Tank Concerning the Identifiability of Biospecimens and “-Omic” Data

OpenAIRE

Weil, Carol J.; Mechanic, Leah E.; Green, Tiffany; Kinsinger, Christopher; Lockhart, Nicole C.; Nelson, Stefanie A.; Rodriguez, Laura L.; Buccini, Laura D.

2013-01-01

On June 11 and 12, 2012, the National Cancer Institute (NCI) hosted a think tank concerning the identifiability of biospecimens and “omic” Data in order to explore challenges surrounding this complex and multifaceted topic. The think tank brought together forty-six leaders from several fields, including cancer genomics, bioinformatics, human subject protection, patient advocacy, and commercial genetics. The first day involved presentations regarding the state of the science of re-identificati...

Reflections on Measuring Thinking, while Listening to Mozart's "Jupiter" Symphony.

Science.gov (United States)

Wasserman, Selma

1989-01-01

Reflects on educators' current preoccupation with assessment of higher order thinking skills. Easy-to-mark, forced-choice, pencil-and-paper tests with single numerical scores may trivialize the wonderful complexity of human capabilities. Includes 17 references. (MLH)

Progression Trend of Critical Thinking among Nursing Students in Iran.

OpenAIRE

Simin Sharif; Azizollah Arbabisarjou; Nasrin Mahmoudi

2017-01-01

Critical thinking is defined as a basic skill for nurses which leads to the best performance based on the best existing evidence. Although acquisition of this skill is highly emphasized, still there is no single definition for it. considering importance of critical thinking in performing nursing clinical care, current study was conducted aiming at investigating critical thinking progressive trend among nursing students in a nine-year period using library approach. Methods: This sy...

Pharmacovigilance: the devastating consequences of not thinking ...

African Journals Online (AJOL)

Pharmacovigilance: the devastating consequences of not thinking about adverse drug reactions: The burden of adverse drug reactions (ADRs) on patient care has been found to be high globally and is particularly high in South Africa.

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…

Confronting product life thinking with product life cycle analysis

DEFF Research Database (Denmark)

McAloone, Tim C.

2001-01-01

to "read" the environment out of the product, in order to systematically, quickly and efficiently come to some design recommendations for the company. The phrases "LCA" and "product life thinking" will be described and differentiated and a pattern identified for their cooperative effect in use....

Optimal explicit strong stability preserving Runge–Kutta methods with high linear order and optimal nonlinear order

KAUST Repository

Gottlieb, Sigal; Grant, Zachary; Higgs, Daniel

2015-01-01

High order spatial discretizations with monotonicity properties are often desirable for the solution of hyperbolic PDEs. These methods can advantageously be coupled with high order strong stability preserving time discretizations. The search

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.

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

Involution of categorical thinking processes in Alzheimer's disease: Preliminary results

Directory of Open Access Journals (Sweden)

Claudia Berlim de Mello

Full Text Available Abstract Alzheimer's disease (AD is a degenerative brain disorder characterized by progressive losses in cognitive functions, including memory. The sequence of these losses may correspond to the inverse order of the normal sequence of ontogenetic cognitive acquisitions, a process named retrogenesis. One of the acquisitions that improve in normal development is the ability to retrieve previously acquired categorical knowledge from semantic memory in order to guide associative thinking and memory processes; consequently, children become able to associate verbal stimuli in more complex taxonomic ways and to use this knowledge to improve their recall. Objective: In this study, we investigated if AD-related deterioration of semantic memory involves a decrease in categorical thinking processes with progression of the disease, according to the retrogenesis hypothesis. Methods: We compared the performance of AD patients at mild and moderate stages, and of groups of 7, 10 and 14-year-old children in tasks of free association along with recall tasks of perceptually and semantically related stimuli. Results: ANOVAS showed a decrease in taxonomic associations and an increase in diffuse associations between mild and moderate stages, corresponding to the inverse order shown by the child groups. At the moderate AD stage, the pattern was similar to that of 7-year-old children. Both groups of patients performed worse than child groups in recall tasks. Conclusions: These results corroborate the hypothesis of an involution of the processes of categorical associative thinking in the course of the disease.

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...

Generation of High-order Group-velocity-locked Vector Solitons

OpenAIRE

Jin, X. X.; Wu, Z. C.; Zhang, Q.; Li, L.; Tang, D. Y.; Shen, D. Y.; Fu, S. N.; Liu, D. M.; Zhao, L. M.

2015-01-01

We report numerical simulations on the high-order group-velocity-locked vector soliton (GVLVS) generation based on the fundamental GVLVS. The high-order GVLVS generated is characterized with a two-humped pulse along one polarization while a single-humped pulse along the orthogonal polarization. The phase difference between the two humps could be 180 degree. It is found that by appropriate setting the time separation between the two components of the fundamental GVLVS, the high-order GVLVS wit...

Machine Learning Control For Highly Reconfigurable High-Order Systems

Science.gov (United States)

2015-01-02

calibration and applications,” Mechatronics and Embedded Systems and Applications (MESA), 2010 IEEE/ASME International Conference on, IEEE, 2010, pp. 38–43...AFRL-OSR-VA-TR-2015-0012 MACHINE LEARNING CONTROL FOR HIGHLY RECONFIGURABLE HIGH-ORDER SYSTEMS John Valasek TEXAS ENGINEERING EXPERIMENT STATION...DIMENSIONAL RECONFIGURABLE SYSTEMS FA9550-11-1-0302 Period of Performance 1 July 2011 – 29 September 2014 John Valasek Aerospace Engineering

Milestones of critical thinking: a developmental model for medicine and nursing.

Science.gov (United States)

Papp, Klara K; Huang, Grace C; Lauzon Clabo, Laurie M; Delva, Dianne; Fischer, Melissa; Konopasek, Lyuba; Schwartzstein, Richard M; Gusic, Maryellen

2014-05-01

Critical thinking is essential to a health professional's competence to assess, diagnose, and care for patients. Defined as the ability to apply higher-order cognitive skills (conceptualization, analysis, evaluation) and the disposition to be deliberate about thinking (being open-minded or intellectually honest) that lead to action that is logical and appropriate, critical thinking represents a "meta-competency" that transcends other knowledge, skills, abilities, and behaviors required in health care professions. Despite its importance, the developmental stages of critical thinking have not been delineated for nurses and physicians. As part of a task force of educators who considered different developmental stage theories, the authors have iteratively refined and proposed milestones in critical thinking. The attributes associated with unreflective, beginning, practicing, advanced, accomplished, and challenged critical thinkers are conceived as independent of an individual's level of training. Depending on circumstances and environmental factors, even the most experienced clinician may demonstrate attributes associated with a challenged thinker. The authors use the illustrative case of a patient with abdominal pain to demonstrate how critical thinking may manifest in learners at different stages of development, analyzing how the learner at each stage applies information obtained in the patient interaction to arrive at a differential diagnosis and plan for evaluation. The authors share important considerations and provide this work as a foundation for the development of effective approaches to teaching and promoting critical thinking and to establishing expectations for learners in this essential meta-competency.

Visual thinking and neuroscience.

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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.

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

Improving Junior High Schools' Critical Thinking Skills Based on Test Three Different Models of Learning

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Fuad, Nur Miftahul; Zubaidah, Siti; Mahanal, Susriyati; Suarsini, Endang

2017-01-01

The aims of this study were (1) to find out the differences in critical thinking skills among students who were given three different learning models: differentiated science inquiry combined with mind map, differentiated science inquiry model, and conventional model, (2) to find out the differences of critical thinking skills among male and female…

Thinking Skills in the 12th Grade English Course book in Timor Leste

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Joaninho Xavier Hei

2017-07-01

Full Text Available This study aims to analyze the English course book of (Manual do Aluno INGLÊS 12.o ano de escolaridade/Students’ English Manual for 12th Year Schooling in Timor Leste. The activities in the reading and listening sections of the course book were performed to determine whether they emphasized on lower or higher levels of cognitive process. The study attempted to answer the following question: Do the cognitive levels of the activities that relate to the focus on reading and listening in the 12th grade English course book sufficiently represent all the six levels of the New Bloom Taxonomy of thinking skills? The objective of this analysis was to discover the reading and listening activities that can sufficiently promote the levels of cognitive process. The activities determined as the criteria for analysis were: Wh-questions, true/false question, yes/no question, multiple choice question, complete the sentence phrase, a chart, matching questions, statement question, and a key word request question. The activities of the questions were gathered, listed with the total numbers of 161 questions and analyzed according to the six levels of New Bloom’s Taxonomy. The results showed that 98 activities emphasized mostly on lower levels cognitive order while only 63 activities emphasized the higher levels of thinking skills. So, the course book mentioned above targeted as a resource for students to learn the language, not as a resource for students to develop thinking skills because it fails to equip learners with the activities requiring higher levels of thinking order. By implication, for the teacher/syllabus designer can be aware to modify their own learning material by integrating more higher-order questions to achieve higher levels of thinking skills. Keywords: Course book Activities Analysis, and New Bloom’s Taxonomy

THINK-PAIR-SHARE: A TECNIQUE TO ENHANCE STUDENTS’ WRITING SKILL

OpenAIRE

Okta Ika Rahmawati

2017-01-01

Abstract: Think – Pair Share: A Tecnique to Enhance Students’ Writing Skill. This article refers to a classroom action research on teaching writing by implementing Think-Pair-Share at High School in Bojonegoro. Think-Pair-Share Technique is a kind of cooperative learning technique. This technique encourages students to actively involve in the learning process since they have to discuss with their partner about the material being learned. The subject of the study was the tenth-grade students o...

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

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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…

Development of reflexive critical thinking through the teaching of history in Benguela

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Âurea Augusto Luís Wafunga

2018-06-01

Full Text Available Critical and reflective thinking is a necessary characteristic of the teacher in the present context. Based on observation and experience as teachers at the Institute of Education Sciences of Benguela, University of Katyavala Buíla, we see that the teaching of history in the Degree in Teaching History contributes little to the development of critical and reflective thinking. This is a very relevant aspect if we consider the need to train good critical and reflective teachers who are able to promote critical thinking in their students in a way that questions the different social contexts. The study presented here consisted in analyzing critical-reflexive thinking through the teaching of history. Non-participant observation and a questionnaire were used for this purpose. The information gathered showed that the respondents point to a low contribution of the teaching of history to the development of critical and reflective thinking. In this way, new methodological strategies need to be adapted in order to promote skills such as: analysis, criticism, reflection, reasoning and understanding of problems in a historical setting.

Holistic School Leadership: Systems Thinking as an Instructional Leadership Enabler

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Shaked, Haim; Schechter, Chen

2016-01-01

As instructional leadership involves attempts to understand and improve complex systems, this study explored principals' perceptions regarding possible contributions of systems thinking to instructional leadership. Based on a qualitative analysis, systems thinking was perceived by middle and high school principals to contribute to the following…

Multidimensionality of thinking in the context of creativity studies.

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Belolutskaya A.K.

2015-03-01

Full Text Available This article describes the theoretical difference between the flexibility and the multidimensionality of thinking. Multidimensionality is discussed as a characteristic of thinking that is necessary for exploration of the variability of structural transformations of problematic situations. The objective of the study was to examine a number of theories concerning the correlative connection between the multidimensionality of thinking and other characteristics of creative, productive thinking: the flexibility of thinking; the formation of an operation of dialectical thinking such as “mediation”; the ability of a person to use a scheme as an abstraction for analysis of various specific content. A total of 85 people participated in the study: they were 15 to 17 years old, students at a senior school in Kaliningradskaya oblast, winners of different stages of the all-Russian academic competition in physics, chemistry, and mathematics. All respondents had a high level of academic success and of general intelligence. The following techniques were used in this study: (1 my technique for diagnostics of the multidimensionality of thinking; (2 my technique of “schemes and paintings,” designed for diagnostics of the ability to relate abstract schemes and various specific content; (3 the Torrance Tests of Creative Thinking (verbal battery; (4 a diagnostic technique for dialectical thinking: “What can be simultaneous?” All the hypotheses were confirmed. Confirmation was received of the existence of a correlation connection; this finding counts in favor of the assumption that the parameters of thinking my colleagues and I were working with can in aggregate be considered an integral characteristic of human thinking. It allows us to distinguish significant features of a situation from secondary ones—that is, to see a substantial contradiction and to propose several options for its transformation.

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

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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

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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…

Thinking About Adoption

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... 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 ...

Styles of thinking and creating in organizational context: Differences according to professional position?

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Tatiana de Cássia Nakano

2012-02-01

Full Text Available This study aimed to identify the style of thinking and creating in professionals a pharmaceutical distribution company, in order to verify the existence of different styles according to gender, educational level and position held. Forty professionals, including 30 women and 10 men, aged 17 years and 35 years (M=24.5, SD=5.4, with high school education (n=14 and college (n=26 were divided into two groups, the first being formed by professionals working in the tax and accounting (n=20, and another group of professionals who hold positions in the sales (n=20. They answered the scale Styles of Thinking and Creating individually during office hours. The results showed that only the logical-objective style proved to be influenced by the area of performance (F=4.745; p<=0.037, with all others variables showed no significant influences. In the present study, gender and educational level did not influence the styles of thinking and creating of the participants as well as all other interactions. It was also found that most of the sample appears as the predominant style logical-objective, regardless of sex (62.0% of women and 72.7% of men were classified in this style, level of education (with 57 1% of professionals with high school and 69.2% with college and in relation to the field (60.0% of the participants in the accounting/tax filing this predominant style and 70.0% of professionals in sales.

Critical Thinking: Discovery of a Misconception

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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…

Hybrid RANS-LES using high order numerical methods

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Henry de Frahan, Marc; Yellapantula, Shashank; Vijayakumar, Ganesh; Knaus, Robert; Sprague, Michael

2017-11-01

Understanding the impact of wind turbine wake dynamics on downstream turbines is particularly important for the design of efficient wind farms. Due to their tractable computational cost, hybrid RANS/LES models are an attractive framework for simulating separation flows such as the wake dynamics behind a wind turbine. High-order numerical methods can be computationally efficient and provide increased accuracy in simulating complex flows. In the context of LES, high-order numerical methods have shown some success in predictions of turbulent flows. However, the specifics of hybrid RANS-LES models, including the transition region between both modeling frameworks, pose unique challenges for high-order numerical methods. In this work, we study the effect of increasing the order of accuracy of the numerical scheme in simulations of canonical turbulent flows using RANS, LES, and hybrid RANS-LES models. We describe the interactions between filtering, model transition, and order of accuracy and their effect on turbulence quantities such as kinetic energy spectra, boundary layer evolution, and dissipation rate. This work was funded by the U.S. Department of Energy, Exascale Computing Project, under Contract No. DE-AC36-08-GO28308 with the National Renewable Energy Laboratory.

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.

Student’s thinking process in solving word problems in geometry

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Khasanah, V. N.; Usodo, B.; Subanti, S.

2018-05-01

This research aims to find out the thinking process of seventh grade of Junior High School in solve word problem solving of geometry. This research was descriptive qualitative research. The subject of the research was selected based on sex and differences in mathematical ability. Data collection was done based on student’s work test, interview, and observation. The result of the research showed that there was no difference of thinking process between male and female with high mathematical ability, and there were differences of thinking process between male and female with moderate and low mathematical ability. Also, it was found that male with moderate mathematical ability took a long time in the step of making problem solving plans. While female with moderate mathematical ability took a long time in the step of understanding the problems. The importance of knowing the thinking process of students in solving word problem solving were that the teacher knows the difficulties faced by students and to minimize the occurrence of the same error in problem solving. Teacher could prepare the right learning strategies which more appropriate with student’s thinking process.

Experiential Thinking in Creationism—A Textual Analysis

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Nieminen, Petteri; Ryökäs, Esko; Mustonen, Anne-Mari

2015-01-01

Creationism is a religiously motivated worldview in denial of biological evolution that has been very resistant to change. We performed a textual analysis by examining creationist and pro-evolutionary texts for aspects of “experiential thinking”, a cognitive process different from scientific thought. We observed characteristics of experiential thinking as follows: testimonials (present in 100% of sampled creationist texts), such as quotations, were a major form of proof. Confirmation bias (100% of sampled texts) was represented by ignoring or dismissing information that would contradict the creationist hypothesis. Scientifically irrelevant or flawed information was re-interpreted as relevant for the falsification of evolution (75–90% of sampled texts). Evolutionary theory was associated to moral issues by demonizing scientists and linking evolutionary theory to atrocities (63–93% of sampled texts). Pro-evolutionary rebuttals of creationist claims also contained testimonials (93% of sampled texts) and referred to moral implications (80% of sampled texts) but displayed lower prevalences of stereotypical thinking (47% of sampled texts), confirmation bias (27% of sampled texts) and pseudodiagnostics (7% of sampled texts). The aspects of experiential thinking could also be interpreted as argumentative fallacies. Testimonials lead, for instance, to ad hominem and appeals to authorities. Confirmation bias and simplification of data give rise to hasty generalizations and false dilemmas. Moral issues lead to guilt by association and appeals to consequences. Experiential thinking and fallacies can contribute to false beliefs and the persistence of the claims. We propose that science educators would benefit from the systematic analysis of experiential thinking patterns and fallacies in creationist texts and pro-evolutionary rebuttals in order to concentrate on scientific misconceptions instead of the scientifically irrelevant aspects of the creationist�

High-Order Dielectric Metasurfaces for High-Efficiency Polarization Beam Splitters and Optical Vortex Generators

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Guo, Zhongyi; Zhu, Lie; Guo, Kai; Shen, Fei; Yin, Zhiping

2017-08-01

In this paper, a high-order dielectric metasurface based on silicon nanobrick array is proposed and investigated. By controlling the length and width of the nanobricks, the metasurfaces could supply two different incremental transmission phases for the X-linear-polarized (XLP) and Y-linear-polarized (YLP) light with extremely high efficiency over 88%. Based on the designed metasurface, two polarization beam splitters working in high-order diffraction modes have been designed successfully, which demonstrated a high transmitted efficiency. In addition, we have also designed two vortex-beam generators working in high-order diffraction modes to create vortex beams with the topological charges of 2 and 3. The employment of dielectric metasurfaces operating in high-order diffraction modes could pave the way for a variety of new ultra-efficient optical devices.

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...

Think3d!: Improving mathematics learning through embodied spatial training.

Science.gov (United States)

Burte, Heather; Gardony, Aaron L; Hutton, Allyson; Taylor, Holly A

2017-01-01

Spatial thinking skills positively relate to Science, Technology, Engineering, and Math (STEM) outcomes, but spatial training is largely absent in elementary school. Elementary school is a time when children develop foundational cognitive skills that will support STEM learning throughout their education. Spatial thinking should be considered a foundational cognitive skill. The present research examined the impact of an embodied spatial training program on elementary students' spatial and mathematical thinking. Students in rural elementary schools completed spatial and math assessments prior to and after participating in an origami and pop-up paper engineering-based program, called Think3d!. Think3d! uses embodied tasks, such as folding and cutting paper, to train two-dimensional to three-dimensional spatial thinking. Analyses explored spatial thinking gains, mathematics gains - specifically for problem types expected to show gains from spatial training - and factors predicting mathematics gains. Results showed spatial thinking gains in two assessments. Using a math categorization to target problems more and less likely to be impacted by spatial training, we found that all students improved on real-world math problems and older students improved on visual and spatial math problems. Further, the results are suggestive of developmental time points for implementing embodied spatial training related to applying spatial thinking to math. Finally, the spatial thinking assessment that was most highly related to training activities also predicted math performance gains. Future research should explore developmental issues related to how embodied spatial training might support STEM learning and outcomes.

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

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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…

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

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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…

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

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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.

Systems-based practice in graduate medical education: systems thinking as the missing foundational construct.

Science.gov (United States)

Colbert, Colleen Y; Ogden, Paul E; Ownby, Allison R; Bowe, Constance

2011-04-01

Since 2001, residencies have struggled with teaching and assessing systems-based practice (SBP). One major obstacle may be that the competency alone is not sufficient to support assessment. We believe the foundational construct underlying SBP is systems thinking, absent from the current Accreditation Council for Graduate Medical Education competency language. Systems thinking is defined as the ability to analyze systems as a whole. The purpose of this article is to describe psychometric issues that constrain assessment of SBP and elucidate the role of systems thinking in teaching and assessing SBP. Residency programs should incorporate systems thinking models into their curricula. Trainees should be taught to understand systems at an abstract level, in order to analyze their own healthcare systems, and participate in quality and patient safety activities. We suggest that a developmental trajectory for systems thinking be developed, similar to the model described by Dreyfus and Dreyfus.

The critical thinking curriculum model

Science.gov (United States)

Robertson, William Haviland

The Critical Thinking Curriculum Model (CTCM) utilizes a multidisciplinary approach that integrates effective learning and teaching practices with computer technology. The model is designed to be flexible within a curriculum, an example for teachers to follow, where they can plug in their own critical issue. This process engages students in collaborative research that can be shared in the classroom, across the country or around the globe. The CTCM features open-ended and collaborative activities that deal with current, real world issues which leaders are attempting to solve. As implemented in the Critical Issues Forum (CIF), an educational program administered by Los Alamos National Laboratory (LANL), the CTCM encompasses the political, social/cultural, economic, and scientific realms in the context of a current global issue. In this way, students realize the importance of their schooling by applying their efforts to an endeavor that ultimately will affect their future. This study measures student attitudes toward science and technology and the changes that result from immersion in the CTCM. It also assesses the differences in student learning in science content and problem solving for students involved in the CTCM. A sample of 24 students participated in classrooms at two separate high schools in New Mexico. The evaluation results were analyzed using SPSS in a MANOVA format in order to determine the significance of the between and within-subjects effects. A comparison ANOVA was done for each two-way MANOVA to see if the comparison groups were equal. Significant findings were validated using the Scheffe test in a Post Hoc analysis. Demographic information for the sample population was recorded and tracked, including self-assessments of computer use and availability. Overall, the results indicated that the CTCM did help to increase science content understanding and problem-solving skills for students, thereby positively effecting critical thinking. No matter if the

Improving creative thinking skills and scientific attitude through inquiry-based learning in basic biology lecture toward student of biology education

Directory of Open Access Journals (Sweden)

Bayu Sandika

2018-03-01

Full Text Available Inquiry-based learning is one of the learning methods which can provide an active and authentic scientific learning process in order students are able to improve the creative thinking skills and scientific attitude. This study aims at improving creative thinking skills and scientific attitude through inquiry-based learning in basic biology lecture toward students of biology education at the Institut Agama Islam Negeri (IAIN Jember, Indonesia. This study is included in a descriptive quantitative research. The research focused on the topic of cell transport which was taught toward 25 students of Biology 2 class from 2017 academic year of Biology Education Department at the IAIN Jember. The learning process was conducted in two meetings in November 2017. The enhancement of students' creative thinking skills was determined by one group pre-test and post-test research design using test instrument meanwhile the scientific attitude focused on curiosity and objectivity were observed using the non-test instrument. Research result showed that students' creative thinking skills enhanced highly and students' scientific attitude improved excellently through inquiry-based learning in basic biology lecture.

A Novel Method for Decoding Any High-Order Hidden Markov Model

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Fei Ye

2014-01-01

Full Text Available This paper proposes a novel method for decoding any high-order hidden Markov model. First, the high-order hidden Markov model is transformed into an equivalent first-order hidden Markov model by Hadar’s transformation. Next, the optimal state sequence of the equivalent first-order hidden Markov model is recognized by the existing Viterbi algorithm of the first-order hidden Markov model. Finally, the optimal state sequence of the high-order hidden Markov model is inferred from the optimal state sequence of the equivalent first-order hidden Markov model. This method provides a unified algorithm framework for decoding hidden Markov models including the first-order hidden Markov model and any high-order hidden Markov model.

Development of Mathematics Learning Strategy Module, Based on Higher Order Thinking Skill (Hots) To Improve Mathematic Communication And Self Efficacy On Students Mathematics Department

Science.gov (United States)

Andriani, Ade; Dewi, Izwita; Halomoan, Budi

2018-03-01

In general, this research is conducted to improve the quality of lectures on mathematics learning strategy in Mathematics Department. The specific objective of this research is to develop learning instrument of mathematics learning strategy based on Higher Order Thinking Skill (HOTS) that can be used to improve mathematical communication and self efficacy of mathematics education students. The type of research is development research (Research & Development), where this research aims to develop a new product or improve the product that has been made. This development research refers to the four-D Model, which consists of four stages: defining, designing, developing, and disseminating. The instrument of this research is the validation sheet and the student response sheet of the instrument.

High Order Differential Frequency Hopping: Design and Analysis

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Yong Li

2015-01-01

Full Text Available This paper considers spectrally efficient differential frequency hopping (DFH system design. Relying on time-frequency diversity over large spectrum and high speed frequency hopping, DFH systems are robust against hostile jamming interference. However, the spectral efficiency of conventional DFH systems is very low due to only using the frequency of each channel. To improve the system capacity, in this paper, we propose an innovative high order differential frequency hopping (HODFH scheme. Unlike in traditional DFH where the message is carried by the frequency relationship between the adjacent hops using one order differential coding, in HODFH, the message is carried by the frequency and phase relationship using two-order or higher order differential coding. As a result, system efficiency is increased significantly since the additional information transmission is achieved by the higher order differential coding at no extra cost on either bandwidth or power. Quantitative performance analysis on the proposed scheme demonstrates that transmission through the frequency and phase relationship using two-order or higher order differential coding essentially introduces another dimension to the signal space, and the corresponding coding gain can increase the system efficiency.

Analysis and Design of High-Order Parallel Resonant Converters

Science.gov (United States)

Batarseh, Issa Eid

1990-01-01

In this thesis, a special state variable transformation technique has been derived for the analysis of high order dc-to-dc resonant converters. Converters comprised of high order resonant tanks have the advantage of utilizing the parasitic elements by making them part of the resonant tank. A new set of state variables is defined in order to make use of two-dimensional state-plane diagrams in the analysis of high order converters. Such a method has been successfully used for the analysis of the conventional Parallel Resonant Converters (PRC). Consequently, two -dimensional state-plane diagrams are used to analyze the steady state response for third and fourth order PRC's when these converters are operated in the continuous conduction mode. Based on this analysis, a set of control characteristic curves for the LCC-, LLC- and LLCC-type PRC are presented from which various converter design parameters are obtained. Various design curves for component value selections and device ratings are given. This analysis of high order resonant converters shows that the addition of the reactive components to the resonant tank results in converters with better performance characteristics when compared with the conventional second order PRC. Complete design procedure along with design examples for 2nd, 3rd and 4th order converters are presented. Practical power supply units, normally used for computer applications, were built and tested by using the LCC-, LLC- and LLCC-type commutation schemes. In addition, computer simulation results are presented for these converters in order to verify the theoretical results.

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...

A rigorous analysis of high-order electromagnetic invisibility cloaks

International Nuclear Information System (INIS)

Weder, Ricardo

2008-01-01

There is currently a great deal of interest in the invisibility cloaks recently proposed by Pendry et al that are based on the transformation approach. They obtained their results using first-order transformations. In recent papers, Hendi et al and Cai et al considered invisibility cloaks with high-order transformations. In this paper, we study high-order electromagnetic invisibility cloaks in transformation media obtained by high-order transformations from general anisotropic media. We consider the case where there is a finite number of spherical cloaks located in different points in space. We prove that for any incident plane wave, at any frequency, the scattered wave is identically zero. We also consider the scattering of finite-energy wave packets. We prove that the scattering matrix is the identity, i.e., that for any incoming wave packet the outgoing wave packet is the same as the incoming one. This proves that the invisibility cloaks cannot be detected in any scattering experiment with electromagnetic waves in high-order transformation media, and in particular in the first-order transformation media of Pendry et al. We also prove that the high-order invisibility cloaks, as well as the first-order ones, cloak passive and active devices. The cloaked objects completely decouple from the exterior. Actually, the cloaking outside is independent of what is inside the cloaked objects. The electromagnetic waves inside the cloaked objects cannot leave the concealed regions and vice versa, the electromagnetic waves outside the cloaked objects cannot go inside the concealed regions. As we prove our results for media that are obtained by transformation from general anisotropic materials, we prove that it is possible to cloak objects inside general crystals

Formal Solutions for Polarized Radiative Transfer. II. High-order Methods

Energy Technology Data Exchange (ETDEWEB)

Janett, Gioele; Steiner, Oskar; Belluzzi, Luca, E-mail: gioele.janett@irsol.ch [Istituto Ricerche Solari Locarno (IRSOL), 6605 Locarno-Monti (Switzerland)

2017-08-20

When integrating the radiative transfer equation for polarized light, the necessity of high-order numerical methods is well known. In fact, well-performing high-order formal solvers enable higher accuracy and the use of coarser spatial grids. Aiming to provide a clear comparison between formal solvers, this work presents different high-order numerical schemes and applies the systematic analysis proposed by Janett et al., emphasizing their advantages and drawbacks in terms of order of accuracy, stability, and computational cost.

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

High-brightness high-order harmonic generation at 13 nm with a long gas jet

International Nuclear Information System (INIS)

Kim, Hyung Taek; Kim, I Jong; Lee, Dong Gun; Park, Jong Ju; Hong, Kyung Han; Nam, Chang Hee

2002-01-01

The generation of high-order harmonics is well-known method producing coherent extreme-ultraviolet radiation with pulse duration in the femtosecond regime. High-order harmonics have attracted much attention due to their unique features such as coherence, ultrashort pulse duration, and table-top scale system. Due to these unique properties, high-order harmonics have many applications of atomic and molecular spectroscopy, plasma diagnostics and solid-state physics. Bright generation of high-order harmonics is important for actual applications. Especially, the generation of strong well-collimated harmonics at 13 nm can be useful for the metrology of EUV lithography optics because of the high reflectivity of Mo-Si mirrors at this wavelength. The generation of bright high-order harmonics is rather difficult in the wavelength region below 15nm. Though argon and xenon gases have large conversion efficiency, harmonic generation from these gases is restricted to wavelengths over 20 nm due to low ionization potential. Hence, we choose neon for the harmonic generation around 13 nm; it has larger conversion efficiency than helium and higher ionization potential than argon. In this experiment, we have observed enhanced harmonic generation efficiency and low beam divergence of high-order harmonics from a elongated neon gas jet by the enhancement of laser propagation in an elongated gas jet. A uniform plasma column was produced when the gas jet was exposed to converging laser pulses.

Experiences of Scientific Thinking in Physics Classrooms

Directory of Open Access Journals (Sweden)

Alexandre Fagundes Faria

2018-04-01

Full Text Available There is a contemporary demand on STEM education to support learning experiences in which students use scientific thinking to solve tasks. Scientific thinking involves domain-specific knowledge and general domain strategies of thinking. The object of interest in this research was the set of students’ experiences of scientific thinking in which they articulate domain-general strategies and domain-specific knowledge to solve physics tasks. Our goal was to characterize the experiences of scientific thinking of two groups of four students engaged in tasks about Newtonian Mechanics. The volunteers were 19 students, 15-17 years old, enrolled in electronics or computer science courses (11th grade of a Brazilian vocational high school at Belo Horizonte/Minas Gerais. All class activities proposed to the students have been regularly used since 2010, therefore, we made no special intervention to conduct the study. Data collection occurred during the classes and involved audio and video recordings of students working in group; field notes; and photographs of students’ notebooks and of the posters they made to conduct oral presentations. The choice of the groups was based on how assiduous the members were. We have transcribed episodes in which we identified experiences of scientific thinking. These transcriptions, the field notes and the photographs were analyzed together, in interaction with each other. Data analysis is based upon John Dewey’s Theory of Experience. Our results show that the experiences of scientific thinking of the two groups were educative experiences, although qualitatively different. This difference was due to the way students interacted with the conditions given to solve the tasks. Additional information is given about the school circumstances in which the study was conducted to allow a better evaluation of results quality.

High-order harmonics from bow wave caustics driven by a high-intensity laser

International Nuclear Information System (INIS)

Pirozhkov, A.S.; Kando, M.; Esirkepov, T.Zh.

2012-01-01

We propose a new mechanism of high-order harmonic generation during an interaction of a high-intensity laser pulse with underdense plasma. A tightly focused laser pulse creates a cavity in plasma pushing electrons aside and exciting the wake wave and the bow wave. At the joint of the cavity wall and the bow wave boundary, an annular spike of electron density is formed. This spike surrounds the cavity and moves together with the laser pulse. Collective motion of electrons in the spike driven by the laser field generates high-order harmonics. A strong localization of the electron spike, its robustness to oscillations imposed by the laser field and, consequently, its ability to produce high-order harmonics is explained by catastrophe theory. The proposed mechanism explains the experimental observations of high-order harmonics with the 9 TW J-KAREN laser (JAEA, Japan) and the 120 TW Astra Gemini laser (CLF RAL, UK) [A. S. Pirozhkov, et al., arXiv:1004.4514 (2010); A. S. Pirozhkov et al, AIP Proceedings, this volume]. The theory is corroborated by high-resolution two-and three-dimensional particle-in-cell simulations.

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...

The Meaning of Visual Thinking Strategies for Nursing Students

Science.gov (United States)

Moorman, Margaret M.

2013-01-01

Nurse educators are called upon to provide creative, innovative experiences for students in order to prepare nurses to work in complex healthcare settings. As part of this preparation, teaching observational and communication skills is critical for nurses and can directly affect patient outcomes. Visual thinking strategies (VTS) are a teaching…

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...

Enhanced Critical Thinking Skills through Problem-Solving Games in Secondary Schools

OpenAIRE

Scott D McDonald

2017-01-01

Aim/Purpose: Students face many challenges improving their soft skills such as critical thinking. This paper offers one possible solution to this problem. Background: This paper considers one method of enhancing critical thinking through a problem-solving game called the Coffee Shop. Problem-solving is a key component to critical thinking, and game-playing is one method of enhancing this through an interactive teaching method. Methodology: Three classes of Vietnamese high school stude...

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.

A Designed Framework for Delivering Systems Thinking Skills to Small Business Managers

Directory of Open Access Journals (Sweden)

Daowei Sun

2014-06-01

Full Text Available Many small businesses suffer from inadequate management skills which can lead to poor business performance and unsustainable businesses. Research to date has focused on traditional skills such as communication, time management and people skills, yet critically many business managers have no systems thinking skills. This paper presents a framework targeted at delivering systems thinking skills to managers of small businesses utilizing some key characteristic of small business managers. The design is also based on a systems analysis and guided by both adult learning theory and teaching theory. The quality of a training framework depends on the quality of the content design and the right training delivery methods. The systems thinking skills training framework structured systems thinking knowledge into three modules in order to meet the needs of different levels of managers. The framework advocates blended training delivery methods and it also presents possible pitfalls based on training experiences. Additionally, the framework incorporates a continuous improvement process for ongoing systemic improvement.

Transcutaneous vagus nerve stimulation (tVNS) enhances divergent thinking.

Science.gov (United States)

Colzato, Lorenza S; Ritter, Simone M; Steenbergen, Laura

2018-03-01

Creativity is one of the most important cognitive skills in our complex and fast-changing world. Previous correlative evidence showed that gamma-aminobutyric acid (GABA) is involved in divergent but not convergent thinking. In the current study, a placebo/sham-controlled, randomized between-group design was used to test a causal relation between vagus nerve and creativity. We employed transcutaneous vagus nerve stimulation (tVNS), a novel non-invasive brain stimulation technique to stimulate afferent fibers of the vagus nerve and speculated to increase GABA levels, in 80 healthy young volunteers. Creative performance was assessed in terms of divergent thinking (Alternate Uses Task) and convergent thinking tasks (Remote Associates Test, Creative Problem Solving Task, Idea Selection Task). Results demonstrate active tVNS, compared to sham stimulation, enhanced divergent thinking. Bayesian analysis reported the data to be inconclusive regarding a possible effect of tVNS on convergent thinking. Therefore, our findings corroborate the idea that the vagus nerve is causally involved in creative performance. Even thought we did not directly measure GABA levels, our results suggest that GABA (likely to be increased in active tVNS condition) supports the ability to select among competing options in high selection demand (divergent thinking) but not in low selection demand (convergent thinking). Copyright © 2018 The Authors. Published by Elsevier Ltd.. All rights reserved.

"Thinking like a Neuroscientist": Using Scaffolded Grant Proposals to Foster Scientific Thinking in a Freshman Neuroscience Course.

Science.gov (United States)

Köver, Hania; Wirt, Stacey E; Owens, Melinda T; Dosmann, Andrew J

2014-01-01

Learning and practicing scientific inquiry is an essential component of a STEM education, but it is often difficult to teach to novices or those outside of a laboratory setting. To promote scientific thinking in a freshmen introductory neuroscience course without a lab component, we developed a series of learning activities and assignments designed to foster scientific thinking through the use of scientific grant proposals. Students wrote three short grant proposals on topics ranging from molecular to cognitive neuroscience during a 10-week class (one quarter). We made this challenging and advanced task feasible for novice learners through extensive instructional scaffolding, opportunity for practice, and frequent peer and instructor feedback. Student and instructor reports indicate that the assignments were highly intellectually engaging and that they promoted critical thinking, a deeper understanding of neuroscience material, and effective written communication skills. Here we outline the mechanics of the assignment, student and instructor impressions of learning outcomes, and the advantages and disadvantages of implementing this approach.

High-Intensity High-order Harmonics Generated from Low-Density Plasma

International Nuclear Information System (INIS)

Ozaki, T.; Bom, L. B. Elouga; Abdul-Hadi, J.; Ganeev, R. A.; Haessler, S.; Salieres, P.

2009-01-01

We study the generation of high-order harmonics from lowly ionized plasma, using the 10 TW, 10 Hz laser of the Advanced Laser Light Source (ALLS). We perform detailed studies on the enhancement of a single order of the high-order harmonic spectrum generated in plasma using the fundamental and second harmonic of the ALLS beam line. We observe quasi-monochromatic harmonics for various targets, including Mn, Cr, Sn, and In. We identify most of the ionic/neutral transitions responsible for the enhancement, which all have strong oscillator strengths. We demonstrate intensity enhancements of the 13th, 17th, 29th, and 33rd harmonics from these targets using the 800 nm pump laser and varying its chirp. We also characterized the attosecond nature of such plasma harmonics, measuring attosecond pulse trains with 360 as duration for chromium plasma, using the technique of ''Reconstruction of Attosecond Beating by Interference of Two-photon Transitions''(RABBIT). These results show that plasma harmonics are intense source of ultrashort coherent soft x-rays.

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...

Analysis of Geometric Thinking Students’ and Process-Guided Inquiry Learning Model

Science.gov (United States)

Hardianti, D.; Priatna, N.; Priatna, B. A.

2017-09-01

This research aims to analysis students’ geometric thinking ability and theoretically examine the process-oriented guided iquiry (POGIL) model. This study uses qualitative approach with descriptive method because this research was done without any treatment on subjects. Data were collected naturally. This study was conducted in one of the State Junior High School in Bandung. The population was second grade students and the sample was 32 students. Data of students’ geometric thinking ability were collected through geometric thinking test. These questions are made based on the characteristics of geometry thinking based on van hiele’s theory. Based on the results of the analysis and discussion, students’ geometric thinking ability is still low so it needs to be improved. Therefore, an effort is needed to overcome the problems related to students’ geometric thinking ability. One of the efforts that can be done by doing the learning that can facilitate the students to construct their own geometry concept, especially quadrilateral’s concepts so that students’ geometric thinking ability can enhance maximally. Based on study of the theory, one of the learning models that can enhance the students’ geometric thinking ability is POGIL model.

Using root cause analysis to promote critical thinking in final year Bachelor of Midwifery students.

Science.gov (United States)

Carter, Amanda G; Sidebotham, Mary; Creedy, Debra K; Fenwick, Jennifer; Gamble, Jenny

2014-06-01

Midwives require well developed critical thinking to practice autonomously. However, multiple factors impinge on students' deep learning in the clinical context. Analysis of actual case scenarios using root cause analysis may foster students' critical thinking and application of 'best practice' principles in complex clinical situations. To examine the effectiveness of an innovative teaching strategy involving root cause analysis to develop students' perceptions of their critical thinking abilities. A descriptive, mixed methods design was used. Final 3rd year undergraduate midwifery students (n=22) worked in teams to complete and present an assessment item based on root cause analysis. The cases were adapted from coroners' reports. After graduation, 17 (77%) students evaluated the course using a standard university assessment tool. In addition 12 (54%) students provided specific feedback on the teaching strategy using a 16-item survey tool based on the domain concepts of Educational Acceptability, Educational Impact, and Preparation for Practice. Survey responses were on a 5-point Likert scale and analysed using descriptive statistics. Open-ended responses were analysed using content analysis. The majority of students perceived the course and this teaching strategy positively. The domain mean scores were high for Educational Acceptability (mean=4.3, SD=.49) and Educational Impact (mean=4.19, SD=.75) but slightly lower for Preparation for Practice (mean=3.7, SD=.77). Overall student responses to each item were positive with no item mean less than 3.42. Students found the root cause analysis challenging and time consuming but reported development of critical thinking skills about the complexity of practice, clinical governance and risk management principles. Analysing complex real life clinical cases to determine a root cause enhanced midwifery students' perceptions of their critical thinking. Teaching and assessment strategies to promote critical thinking need to be

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...

Design Thinking in Elementary Students' Collaborative Lamp Designing Process

Science.gov (United States)

Kangas, Kaiju; Seitamaa-Hakkarainen, Pirita; Hakkarainen, Kai

2013-01-01

Design and Technology education is potentially a rich environment for successful learning, if the management of the whole design process is emphasised, and students' design thinking is promoted. The aim of the present study was to unfold the collaborative design process of one team of elementary students, in order to understand their multimodal…

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.

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.

Critical Thinking, Transfer, and Student Satisfaction

Directory of Open Access Journals (Sweden)

Joanne R. Reid

2013-04-01

Full Text Available A pedagogical treatment was developed to teach critical thinking knowledge, skills, and strategies to college students. This treatment was implemented at a Midwestern University for a three-year period. Graduates were surveyed to determine the extent to which the treatment affected their personal, academic, and professional lives. Graduates reported that they had transferred the critical thinking knowledge, skills, and strategies they had acquired, and were using it in their personal, academic, or professional lives. The graduates also reported that this transfer was extremely beneficial to them in all aspects of their personal, academic, or professional lives, leading to high levels of satisfaction in their undergraduate education.

Implementing a High School Level Geospatial Technologies and Spatial Thinking Course

Science.gov (United States)

Nielsen, Curtis P.; Oberle, Alex; Sugumaran, Ramanathan

2011-01-01

Understanding geospatial technologies (GSTs) and spatial thinking is increasingly vital to contemporary life including common activities and hobbies; learning in science, mathematics, and social science; and employment within fields as diverse as engineering, health, business, and planning. As such, there is a need for a stand-alone K-12…

Thinking -- You Can Learn To Do Better What You Think You Already Do Well

Science.gov (United States)

1992-04-01

Oversimplification APPeal to Authority *Eguivocation Rationalization * Appeal to Consentus- Double Standard Mob AppeaI * Snob Appeal Appeal to ignorance F oAppeal to... appealing to such things as broad goals and high standards. They are given to a search for aids to agreement by making statements such as: "Don’t you think

Targeting Critical Thinking Skills in a First-Year Undergraduate Research Course.

Science.gov (United States)

Carson, Susan

2015-12-01

TH!NK is a new initiative at NC State University focused on enhancing students' higher-order cognitive skills. As part of this initiative, I explicitly emphasized critical and creative thinking in an existing bacteriophage discovery first-year research course. In addition to the typical activities associated with undergraduate research such as review of primary literature and writing research papers, another strategy employed to enhance students' critical thinking skills was the use of discipline-specific, real-world scenarios. This paper outlines a general "formula" for writing scenarios, as well as several specific scenarios created for the described course. I also present how embedding aspects of the scenarios in reviews of the primary literature enriched the activity. I assessed student gains in critical thinking skills using a pre-/posttest model of the Critical Thinking Assessment Test (CAT), developed by Tennessee Technological University. I observed a positive gain trend in most of the individual skills assessed in the CAT, with a statistically significant large effect on critical thinking skills overall in students in the test group. I also show that a higher level of critical thinking skills was demonstrated in research papers written by students who participated in the scenarios compared with similar students who did not participate in the scenario activities. The scenario strategy described here can be modified for use in biology and other STEM disciplines, as well as in diverse disciplines in the social sciences and humanities.

High-order perturbations of a spherical collapsing star

International Nuclear Information System (INIS)

Brizuela, David; Martin-Garcia, Jose M.; Sperhake, Ulrich; Kokkotas, Kostas D.

2010-01-01

A formalism to deal with high-order perturbations of a general spherical background was developed in earlier work [D. Brizuela, J. M. Martin-Garcia, and G. A. Mena Marugan, Phys. Rev. D 74, 044039 (2006); D. Brizuela, J. M. Martin-Garcia, and G. A. Mena Marugan, Phys. Rev. D 76, 024004 (2007)]. In this paper, we apply it to the particular case of a perfect fluid background. We have expressed the perturbations of the energy-momentum tensor at any order in terms of the perturbed fluid's pressure, density, and velocity. In general, these expressions are not linear and have sources depending on lower-order perturbations. For the second-order case we make the explicit decomposition of these sources in tensor spherical harmonics. Then, a general procedure is given to evolve the perturbative equations of motions of the perfect fluid for any value of the harmonic label. Finally, with the problem of a spherical collapsing star in mind, we discuss the high-order perturbative matching conditions across a timelike surface, in particular, the surface separating the perfect fluid interior from the exterior vacuum.

Efficient Unsteady Flow Visualization with High-Order Access Dependencies

Energy Technology Data Exchange (ETDEWEB)

Zhang, Jiang; Guo, Hanqi; Yuan, Xiaoru

2016-04-19

We present a novel high-order access dependencies based model for efficient pathline computation in unsteady flow visualization. By taking longer access sequences into account to model more sophisticated data access patterns in particle tracing, our method greatly improves the accuracy and reliability in data access prediction. In our work, high-order access dependencies are calculated by tracing uniformly-seeded pathlines in both forward and backward directions in a preprocessing stage. The effectiveness of our proposed approach is demonstrated through a parallel particle tracing framework with high-order data prefetching. Results show that our method achieves higher data locality and hence improves the efficiency of pathline computation.