The Influence of Collaborative Reflection and Think-Aloud Protocols on Pre-Service Teachers' Reflection: A Mixed Methods Approach

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Epler, Cory M.; Drape, Tiffany A.; Broyles, Thomas W.; Rudd, Rick D.

2013-01-01

The purpose of this mixed methods study was to determine if there are differences in pre-service teachers' depth of reflection when using a written self-reflection form, a written self-reflection form and a think-aloud protocol, and collaborative reflection. Twenty-six pre-service teachers were randomly assigned to fourteen teaching teams. The…

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

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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.

Think aloud: acute stress and coping strategies during golf performances.

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Nicholls, Adam R; Polman, Remco C J

2008-07-01

A limitation of the sport psychology coping literature is the amount of time between a stressful episode and the recall of the coping strategies used in the stressful event (Nicholls & Polman, 2007). The purpose of this study was to develop and implement a technique to measure acute stress and coping during performance. Five high-performance adolescent golfers took part in Level 2 verbalization think aloud trials (Ericsson & Simon, 1993), which involved participants verbalizing their thoughts, over six holes of golf. Verbal reports were audio-recorded during each performance, transcribed verbatim, and analyzed using protocol analysis (Ericsson & Simon, 1993). Stressors and coping strategies varied throughout the six holes, which support the proposition that stress and coping is a dynamic process that changes across phases of the same performance (Lazarus, 1999). The results also revealed information regarding the sequential patterning of stress and coping, suggesting that the golfers experienced up to five stressors before reporting a coping strategy. Think aloud appears a suitable method to collect concurrent stress and coping data.

Using Think Aloud Interviews in Evidence-Centered Assessment Design for the AP World History Exam

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Kaliski, Pamela; France, Megan; Huff, Kristen; Thurber, Allison

2011-01-01

Developing a cognitive model of task performance is an important and often overlooked phase in assessment design; failing to establish such a model can threaten the validity of the inferences made from the scores produced by an assessment (e.g., Leighton, 2004). Conducting think aloud interviews (TAIs), where students think aloud while completing…

"Think aloud" and "Near live" usability testing of two complex clinical decision support tools.

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Richardson, Safiya; Mishuris, Rebecca; O'Connell, Alexander; Feldstein, David; Hess, Rachel; Smith, Paul; McCullagh, Lauren; McGinn, Thomas; Mann, Devin

2017-10-01

Low provider adoption continues to be a significant barrier to realizing the potential of clinical decision support. "Think Aloud" and "Near Live" usability testing were conducted on two clinical decision support tools. Each was composed of an alert, a clinical prediction rule which estimated risk of either group A Streptococcus pharyngitis or pneumonia and an automatic order set based on risk. The objective of this study was to further understanding of the facilitators of usability and to evaluate the types of additional information gained from proceeding to "Near Live" testing after completing "Think Aloud". This was a qualitative observational study conducted at a large academic health care system with 12 primary care providers. During "Think Aloud" testing, participants were provided with written clinical scenarios and asked to verbalize their thought process while interacting with the tool. During "Near Live" testing participants interacted with a mock patient. Morae usability software was used to record full screen capture and audio during every session. Participant comments were placed into coding categories and analyzed for generalizable themes. Themes were compared across usability methods. "Think Aloud" and "Near Live" usability testing generated similar themes under the coding categories visibility, workflow, content, understand-ability and navigation. However, they generated significantly different themes under the coding categories usability, practical usefulness and medical usefulness. During both types of testing participants found the tool easier to use when important text was distinct in its appearance, alerts were passive and appropriately timed, content was up to date, language was clear and simple, and each component of the tool included obvious indicators of next steps. Participant comments reflected higher expectations for usability and usefulness during "Near Live" testing. For example, visit aids, such as automatically generated order sets

Reading Strategy Use and Comprehension Performance of More Successful and Less Successful Readers: A Think-Aloud Study

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Wang, Yen-Hui

2016-01-01

This study explores the differences between more successful and less successful EFL readers in their comprehension performance and abilities to use reading strategies in interaction with English texts through thinking aloud while reading in pairs. Ten freshman high school students participated in pairs in four think-aloud reading tasks to think…

Thinking in Pharmacy Practice: A Study of Community Pharmacists' Clinical Reasoning in Medication Supply Using the Think-Aloud Method.

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Croft, Hayley; Gilligan, Conor; Rasiah, Rohan; Levett-Jones, Tracy; Schneider, Jennifer

2017-12-31

Medication review and supply by pharmacists involves both cognitive and technical skills related to the safety and appropriateness of prescribed medicines. The cognitive ability of pharmacists to recall, synthesise and memorise information is a critical aspect of safe and optimal medicines use, yet few studies have investigated the clinical reasoning and decision-making processes pharmacists use when supplying prescribed medicines. The objective of this study was to examine the patterns and processes of pharmacists' clinical reasoning and to identify the information sources used, when making decisions about the safety and appropriateness of prescribed medicines. Ten community pharmacists participated in a simulation in which they were required to review a prescription and make decisions about the safety and appropriateness of supplying the prescribed medicines to the patient, whilst at the same time thinking aloud about the tasks required. Following the simulation each pharmacist was asked a series of questions to prompt retrospective thinking aloud using video-stimulated recall. The simulated consultation and retrospective interview were recorded and transcribed for thematic analysis. All of the pharmacists made a safe and appropriate supply of two prescribed medicines to the simulated patient. Qualitative analysis identified seven core thinking processes used during the supply process: considering prescription in context, retrieving information, identifying medication-related issues, processing information, collaborative planning, decision making and reflection; and align closely with other health professionals. The insights from this study have implications for enhancing awareness of decision making processes in pharmacy practice and informing teaching and assessment approaches in medication supply.

Establishing survey validity and reliability for American Indians through "think aloud" and test-retest methods.

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Hauge, Cindy Horst; Jacobs-Knight, Jacque; Jensen, Jamie L; Burgess, Katherine M; Puumala, Susan E; Wilton, Georgiana; Hanson, Jessica D

2015-06-01

The purpose of this study was to use a mixed-methods approach to determine the validity and reliability of measurements used within an alcohol-exposed pregnancy prevention program for American Indian women. To develop validity, content experts provided input into the survey measures, and a "think aloud" methodology was conducted with 23 American Indian women. After revising the measurements based on this input, a test-retest was conducted with 79 American Indian women who were randomized to complete either the original measurements or the new, modified measurements. The test-retest revealed that some of the questions performed better for the modified version, whereas others appeared to be more reliable for the original version. The mixed-methods approach was a useful methodology for gathering feedback on survey measurements from American Indian participants and in indicating specific survey questions that needed to be modified for this population. © The Author(s) 2015.

The value of Retrospective and Concurrent Think Aloud in formative usability testing of a physician data query tool

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Peute, Linda W. P.; de Keizer, Nicolette F.; Jaspers, Monique W. M.

2015-01-01

To compare the performance of the Concurrent (CTA) and Retrospective (RTA) Think Aloud method and to assess their value in a formative usability evaluation of an Intensive Care Registry-physician data query tool designed to support ICU quality improvement processes. Sixteen representative intensive

Using concurrent think-aloud and protocol analysis to explore student nurses' social learning information communication technology knowledge and skill development.

Science.gov (United States)

Todhunter, Fern

2015-06-01

Observations obtained through concurrent think-aloud and protocol analysis offer new understanding about the influence of social learning on student nurses' acquisition of Information and Communication Technology (ICT) knowledge and skills. The software used provides a permanent record of the underpinning study method, events and analyses. The emerging themes reflect the dimensions of social engagement, and the characteristics of positive and negative reactions to ICT. The evidence shows that given the right conditions, stronger learners will support and guide their peers. To explore the use of concurrent think-aloud and protocol analysis as a method to examine how student nurses approach ICT. To identify the benefits and challenges of using observational technology to capture learning behaviours. To show the influence of small group arrangement and student interactions on their ICT knowledge and skills development. Previous studies examining social interaction between students show how they work together and respond to interactive problem solving. Social interaction has been shown to enhance skills in both ICT and collaborative decision making. Structured observational analysis using concurrent think-aloud and protocol analysis. Students displayed varying degrees of pastoral support and emotional need, leadership, reflection, suggestion and experimentation skills. Encouraging student nurses to work in small mixed ability groups can be conducive for social and ICT skill and knowledge development. Observational software gives a permanent record of the proceedings. Copyright © 2015 Elsevier Ltd. All rights reserved.

Application, results and perceptions of a think-aloud study in listening comprehension of Spanish

DEFF Research Database (Denmark)

Nogueroles López, Marta

2017-01-01

. After listening, they completed five comprehension questions, listened one more time with the transcript, reflected on their understanding and their strategic behaviour, and evaluated the protocol itself. These interviews were recorded, transcribed, analysed, categorized and computed. Results reveal......The present article outlines the procedure and shows the outcomes of a think-aloud study intended to, first, find out what listening strategies Hong Kong students of Spanish use to comprehend a particular oral passage in the target language, and, second, understand the participants’ perceptions...... of the think-aloud protocol. Such a protocol was developed during interviews in which students listened to an unidirectional text in Spanish twice, the first time interruptedly and the second without intermediate pauses, and were asked to verbalize the processes they had been using to understand such a passage...

THINK ALOUD PAIR PROBLEM SOLVING (TAPPS STRATEGY IN TEACHING READING

Directory of Open Access Journals (Sweden)

Muhammad Zuhri Dj

2015-12-01

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

Registered nurses' clinical reasoning in home healthcare clinical practice: A think-aloud study with protocol analysis.

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Johnsen, Hege Mari; Slettebø, Åshild; Fossum, Mariann

2016-05-01

The home healthcare context can be unpredictable and complex, and requires registered nurses with a high level of clinical reasoning skills and professional autonomy. Thus, additional knowledge about registered nurses' clinical reasoning performance during patient home care is required. The aim of this study is to describe the cognitive processes and thinking strategies used by recently graduated registered nurses while caring for patients in home healthcare clinical practice. An exploratory qualitative think-aloud design with protocol analysis was used. Home healthcare visits to patients with stroke, diabetes, and chronic obstructive pulmonary disease in seven healthcare districts in southern Norway. A purposeful sample of eight registered nurses with one year of experience. Each nurse was interviewed using the concurrent think-aloud technique in three different patient home healthcare clinical practice visits. A total of 24 home healthcare visits occurred. Follow-up interviews were conducted with each participant. The think-aloud sessions were transcribed and analysed using three-step protocol analysis. Recently graduated registered nurses focused on both general nursing concepts and concepts specific to the domains required and tasks provided in home healthcare services as well as for different patient groups. Additionally, participants used several assertion types, cognitive processes, and thinking strategies. Our results showed that recently graduated registered nurses used both simple and complex cognitive processes involving both inductive and deductive reasoning. However, their reasoning was more reactive than proactive. The results may contribute to nursing practice in terms of developing effective nursing education programmes. Copyright © 2016 Elsevier Ltd. All rights reserved.

Experimentally induced distraction impacts cognitive but not emotional processes in think-aloud cognitive assessment

Directory of Open Access Journals (Sweden)

Kean J. Hsu

2014-05-01

Full Text Available Studies have examined the impact of distraction on basic task performance (e.g., working memory, motor responses, yet research is lacking regarding its impact in the domain of think-aloud cognitive assessment, where the threat to assessment validity is high. The Articulated Thoughts in Simulated Situations think-aloud cognitive assessment paradigm was employed to address this issue. Participants listened to scenarios under three conditions (i.e., while answering trivia questions, playing a visual puzzle game, or with no experimental distractor. Their articulated thoughts were then content-analyzed both by the Linguistic Inquiry and Word Count (LIWC program and by content analysis of emotion and cognitive processes conducted by trained coders. Distraction did not impact indices of emotion but did affect cognitive processes. Specifically, with the LIWC system, the trivia questions distraction condition resulted in significantly higher proportions of insight and causal words, and higher frequencies of non-fluencies (e.g., uh or umm and filler words (e.g., like or you know. Coder-rated content analysis found more disengagement and more misunderstanding particularly in the trivia questions distraction condition. A better understanding of how distraction disrupts the amount and type of cognitive engagement holds important implications for future studies employing cognitive assessment methods.

Think Aloud in Groups: Mediating Poetry for Children with Cecília Meireles, Paulo Freire, and John Dewey

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Diniz, Telma Franco

2018-01-01

As suggested by its title, this article reports on a Think Aloud in Group (TAG) practice in which a group of Y5 children thought aloud the poem "The Blue Boy", written in Portuguese by Cecília Meireles and translated into English by Sarah Rebecca Kersley. As a dialogical and collaborative literacy practice, TAG aims to transform the…

A Think-Aloud Protocols Investigation of Dictionary Processing Strategies among Saudi EFL Students

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Alhaysony, Maha

2012-01-01

This paper aims to examine qualitatively how Saudi EFL female students look-up word meanings in their dictionaries while reading. We aimed to identify and describe the look-up strategies used by these students. The subjects of the study were ten third-year English major students. A think-aloud protocol was used in order to gain insights into the…

Using Think-Aloud Protocols to Investigate Secondary School Chemistry Teachers' Misconceptions about Chemical Equilibrium

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Cheung, Derek

2009-01-01

Secondary school chemistry teachers' understanding of chemical equilibrium was investigated through interviews using the think-aloud technique. The interviews were conducted with twelve volunteer chemistry teachers in Hong Kong. Their teaching experience ranged from 3 to 18 years. They were asked to predict what would happen to the equilibrium…

Exploring the Writing Process of Indonesian EFL Students: The Effectiveness of Think-Aloud Protocol

Science.gov (United States)

Abas, Imelda Hermilinda; Aziz, Noor Hashima Abd

2016-01-01

The objectives of this study were to explore the writing process of the Indonesian English as a Foreign Language (EFL) students and to find out the effectiveness of using think-aloud protocol to understand the writing process. The data were obtained from six proficient EFL students who were doing Postgraduate English Language Studies Program in…

Epistemic Cognition when Students Read Multiple Documents Containing Conflicting Scientific Evidence: A Think-Aloud Study

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Ferguson, Leila E.; Braten, Ivar; Stromso, Helge I.

2012-01-01

This study used think-aloud methodology to investigate 51 Norwegian undergraduates' topic-specific epistemic cognition while working with six documents presenting conflicting views on the issue of cell phones and potential health risks. Results showed that students' epistemic cognition was represented by one dimension concerning the certainty and…

Integrating usability testing and think-aloud protocol analysis with "near-live" clinical simulations in evaluating clinical decision support.

Science.gov (United States)

Li, Alice C; Kannry, Joseph L; Kushniruk, Andre; Chrimes, Dillon; McGinn, Thomas G; Edonyabo, Daniel; Mann, Devin M

2012-11-01

Usability evaluations can improve the usability and workflow integration of clinical decision support (CDS). Traditional usability testing using scripted scenarios with think-aloud protocol analysis provide a useful but incomplete assessment of how new CDS tools interact with users and clinical workflow. "Near-live" clinical simulations are a newer usability evaluation tool that more closely mimics clinical workflow and that allows for a complementary evaluation of CDS usability as well as impact on workflow. This study employed two phases of testing a new CDS tool that embedded clinical prediction rules (an evidence-based medicine tool) into primary care workflow within a commercial electronic health record. Phase I applied usability testing involving "think-aloud" protocol analysis of 8 primary care providers encountering several scripted clinical scenarios. Phase II used "near-live" clinical simulations of 8 providers interacting with video clips of standardized trained patient actors enacting the clinical scenario. In both phases, all sessions were audiotaped and had screen-capture software activated for onscreen recordings. Transcripts were coded using qualitative analysis methods. In Phase I, the impact of the CDS on navigation and workflow were associated with the largest volume of negative comments (accounting for over 90% of user raised issues) while the overall usability and the content of the CDS were associated with the most positive comments. However, usability had a positive-to-negative comment ratio of only 0.93 reflecting mixed perceptions about the usability of the CDS. In Phase II, the duration of encounters with simulated patients was approximately 12 min with 71% of the clinical prediction rules being activated after half of the visit had already elapsed. Upon activation, providers accepted the CDS tool pathway 82% of times offered and completed all of its elements in 53% of all simulation cases. Only 12.2% of encounter time was spent using the

Thinking aloud during idea generating and planning before written translation: Developmental changes from ages 10 to 12 in expressing and defending opinions.

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Davidson, Matt; Berninger, Virginia

2016-01-01

This interdisciplinary research, drawing on cognitive psychology and linguistics, extended to middle childhood past research during early childhood or adulthood on thinking aloud prior to written composing. In year 5 of a longitudinal study of typical writing, when cohort 1 was in grade 5 ( n = 110 ten year-olds) and cohort 2 in grade 7 ( n = 97 twelve year-olds), a cross-sectional study was conducted. Children were first asked to think aloud while they generated ideas and second while they planned their essays to express and defend their opinions on a controversial topic in the region of the United States where they lived. Third, they wrote their essays. Their think-aloud protocols were audio-recorded and later transcribed into writing for analysis. The authors developed and applied rating scales for quality of idea generating and planning in the written transcriptions and quality of opinion expression, opinion defense, organization, and content in the essays children wrote after thinking aloud; total number of words in essays was also counted. Seventh graders scored significantly higher than fifth graders on quality of idea generation but not planning, and higher on all variables rated for quality in the written essays including length. Quality of expressing opinions and defending opinions were uncorrelated in grade 5, but moderately correlated in grade 7. Whether idea generating or planning quality explained unique variance in essays varied with coded written essay variables and grade. Educational applications of results for assessment, assessment-instruction links, instruction in social studies, and theory of mind in persuasive essay writing are discussed.

Combining multivariate statistics and the think-aloud protocol to assess Human-Computer Interaction barriers in symptom checkers.

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Marco-Ruiz, Luis; Bønes, Erlend; de la Asunción, Estela; Gabarron, Elia; Aviles-Solis, Juan Carlos; Lee, Eunji; Traver, Vicente; Sato, Keiichi; Bellika, Johan G

2017-10-01

Symptom checkers are software tools that allow users to submit a set of symptoms and receive advice related to them in the form of a diagnosis list, health information or triage. The heterogeneity of their potential users and the number of different components in their user interfaces can make testing with end-users unaffordable. We designed and executed a two-phase method to test the respiratory diseases module of the symptom checker Erdusyk. Phase I consisted of an online test with a large sample of users (n=53). In Phase I, users evaluated the system remotely and completed a questionnaire based on the Technology Acceptance Model. Principal Component Analysis was used to correlate each section of the interface with the questionnaire responses, thus identifying which areas of the user interface presented significant contributions to the technology acceptance. In the second phase, the think-aloud procedure was executed with a small number of samples (n=15), focusing on the areas with significant contributions to analyze the reasons for such contributions. Our method was used effectively to optimize the testing of symptom checker user interfaces. The method allowed kept the cost of testing at reasonable levels by restricting the use of the think-aloud procedure while still assuring a high amount of coverage. The main barriers detected in Erdusyk were related to problems understanding time repetition patterns, the selection of levels in scales to record intensities, navigation, the quantification of some symptom attributes, and the characteristics of the symptoms. Copyright © 2017 Elsevier Inc. All rights reserved.

Exploring the clinical decision-making used by experienced cardiorespiratory physiotherapists: A mixed method qualitative design of simulation, video recording and think aloud techniques.

Science.gov (United States)

Thackray, Debbie; Roberts, Lisa

2017-02-01

The ability of physiotherapists to make clinical decisions is a vital component of being an autonomous practitioner, yet this complex phenomenon has been under-researched in cardiorespiratory physiotherapy. The purpose of this study was to explore clinical decision-making (CDM) by experienced physiotherapists in a scenario of a simulated patient experiencing acute deterioration of their respiratory function. The main objective of this observational study was to identify the actions, thoughts, and behaviours used by experienced cardiorespiratory physiotherapists in their clinical decision-making processes. A mixed-methods (qualitative) design employing observation and think-aloud, was adopted using a computerised manikin in a simulated environment. The participants clinically assessed the manikin programmed with the same clinical signs, under standardised conditions in the clinical skills practice suite, which was set up as a ward environment. Experienced cardiorespiratory physiotherapists, recruited from clinical practice within a 50-mile radius of the University(*). Participants were video-recorded throughout the assessment and treatment and asked to verbalise their thought processes using the 'think-aloud' method. The recordings were transcribed verbatim and managed using a Framework approach. Eight cardiorespiratory physiotherapists participated (mean 7years clinical experience, range 3.5-16years. CDM was similar to the collaborative hypothetico-deductive model, five-rights nursing model, reasoning strategies, inductive reasoning and pattern recognition. However, the CDM demonstrated by the physiotherapists was complex, interactive and iterative. Information processing occurred continuously throughout the whole interaction with the patient, and the specific cognitive skills of recognition, matching, discriminating, relating, inferring, synthesising and prediction were identified as being used sequentially. The findings from this study were used to develop a new

Responding to personalised social norms feedback from a web-based alcohol reduction intervention for students: Analysis of think-aloud verbal protocols.

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Marley, S; Bekker, H L; Bewick, B M

2016-09-01

Web-based interventions enable organisations to deliver personalised individually tailored brief feedback to individuals without the need of a third party. Web-based interventions are effective in reducing alcohol consumption among university students. There is a paucity of evidence to indicate those who access web-based personalised feedback interventions respond in a way consistent with hypothesised active ingredients. This research uses the think-aloud technique to explore how students respond to instant web-based personalised normative feedback. Between-subjects experimental design employing qualitative methods. Twenty-one UK university students generated think-aloud transcripts while completing a web-based intervention (Unitcheck). This was followed by a semi-structured interview. One coding frame was developed to classify all utterances. Narrative synthesis revealed five meta-themes: active thinking about alcohol use; comparisons with others; beliefs and knowledge about alcohol consumption; inter-relationship between personal codes and context; and engagement with Unitcheck. Students willingly engaged with the online assessment and personalised feedback. Students consciously engaged with the intervention and this engagement prompted students to actively consider their own behaviour, knowledge, perceptions, and to reflect on future behaviour. The ability of web-based personalised feedback interventions to effect change in individual's behaviours is likely related to their ability to encourage cognitive engagement and active processing of the information provided.

Authors’ reply: Response to “Older cancer patients’ user experiences with web-based health information tools: A think-aloud study"

NARCIS (Netherlands)

Bolle, S.; Romijn, G.; Smets, E.M.A; Loos, E.F.; Kunneman, M.; van Weert, J.C.M.

2016-01-01

We greatly appreciate the thoughtful comments of Gokani and colleagues [1] in response to our article “Older Cancer Patients’ User Experiences With Web-Based Health Information Tools: A Think-Aloud Study” [2]. We are happy to elaborate on the points for which they request further clarification.

Rationalising the 'irrational': a think aloud study of discrete choice experiment responses.

Science.gov (United States)

Ryan, Mandy; Watson, Verity; Entwistle, Vikki

2009-03-01

Stated preference methods assume respondents' preferences are consistent with utility theory, but many empirical studies report evidence of preferences that violate utility theory. This evidence is often derived from quantitative tests that occur naturally within, or are added to, stated preference tasks. In this study, we use qualitative methods to explore three axioms of utility theory: completeness, monotonicity, and continuity. We take a novel approach, adopting a 'think aloud' technique to identify violations of the axioms of utility theory and to consider how well the quantitative tests incorporated within a discrete choice experiment are able to detect these. Results indicate that quantitative tests classify respondents as being 'irrational' when qualitative statements would indicate they are 'rational'. In particular, 'non-monotonic' responses can often be explained by respondents inferring additional information beyond what is presented in the task, and individuals who appear to adopt non-compensatory decision-making strategies do so because they rate particular attributes very highly (they are not attempting to simplify the task). The results also provide evidence of 'cost-based responses': respondents assumed tests with higher costs would be of higher quality. The value of including in-depth qualitative validation techniques in the development of stated preference tasks is shown.

Older Cancer Patients’ User Experiences With Web-Based Health Information Tools: A Think-Aloud Study

Science.gov (United States)

Romijn, Geke; Smets, Ellen M A; Loos, Eugene F; Kunneman, Marleen; van Weert, Julia C M

2016-01-01

Background Health information is increasingly presented on the Internet. Several Web design guidelines for older Web users have been proposed; however, these guidelines are often not applied in website development. Furthermore, although we know that older individuals use the Internet to search for health information, we lack knowledge on how they use and evaluate Web-based health information. Objective This study evaluates user experiences with existing Web-based health information tools among older (≥ 65 years) cancer patients and survivors and their partners. The aim was to gain insight into usability issues and the perceived usefulness of cancer-related Web-based health information tools. Methods We conducted video-recorded think-aloud observations for 7 Web-based health information tools, specifically 3 websites providing cancer-related information, 3 Web-based question prompt lists (QPLs), and 1 values clarification tool, with colorectal cancer patients or survivors (n=15) and their partners (n=8) (median age: 73; interquartile range 70-79). Participants were asked to think aloud while performing search, evaluation, and application tasks using the Web-based health information tools. Results Overall, participants perceived Web-based health information tools as highly useful and indicated a willingness to use such tools. However, they experienced problems in terms of usability and perceived usefulness due to difficulties in using navigational elements, shortcomings in the layout, a lack of instructions on how to use the tools, difficulties with comprehensibility, and a large amount of variety in terms of the preferred amount of information. Although participants frequently commented that it was easy for them to find requested information, we observed that the large majority of the participants were not able to find it. Conclusions Overall, older cancer patients appreciate and are able to use cancer information websites. However, this study shows the importance

How Black women make sense of 'White' and 'Black' fashion magazines: a qualitative think aloud study.

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Ogden, Jane; Russell, Sheriden

2013-12-01

This qualitative think aloud study explored how Black women (n = 32) processed information from a White or Black fashion magazine. Comments to the 'White' magazine were characterised by rejection, being critical of the media and ambivalence, whereas they responded to the 'Black' magazine with celebration, identification and a search for depth. Transcending these themes was their self-identity of being a Black woman that was brought to the fore either by a sense of exclusion (White magazine) or engagement (Black magazine). Such an identity provides resilience against the media's thin ideals by minimising the processes of social comparison and internalisation.

Implementing thinking aloud pair and Pólya problem solving strategies in fractions

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Simpol, N. S. H.; Shahrill, M.; Li, H.-C.; Prahmana, R. C. I.

2017-12-01

This study implemented two pedagogical strategies, the Thinking Aloud Pair Problem Solving and Pólya’s Problem Solving, to support students’ learning of fractions. The participants were 51 students (ages 11-13) from two Year 7 classes in a government secondary school in Brunei Darussalam. A mixed method design was employed in the present study, with data collected from the pre- and post-tests, problem solving behaviour questionnaire and interviews. The study aimed to explore if there were differences in the students’ problem solving behaviour before and after the implementation of the problem solving strategies. Results from the Wilcoxon Signed Rank Test revealed a significant difference in the test results regarding student problem solving behaviour, z = -3.68, p = .000, with a higher mean score for the post-test (M = 95.5, SD = 13.8) than for the pre-test (M = 88.9, SD = 15.2). This implied that there was improvement in the students’ problem solving performance from the pre-test to the post-test. Results from the questionnaire showed that more than half of the students increased scores in all four stages of the Pólya’s problem solving strategy, which provided further evidence of the students’ improvement in problem solving.

Registered nurses' clinical reasoning skills and reasoning process: A think-aloud study.

Science.gov (United States)

Lee, JuHee; Lee, Young Joo; Bae, JuYeon; Seo, Minjeong

2016-11-01

As complex chronic diseases are increasing, nurses' prompt and accurate clinical reasoning skills are essential. However, little is known about the reasoning skills of registered nurses. This study aimed to determine how registered nurses use their clinical reasoning skills and to identify how the reasoning process proceeds in the complex clinical situation of hospital setting. A qualitative exploratory design was used with a think-aloud method. A total of 13 registered nurses (mean years of experience=11.4) participated in the study, solving an ill-structured clinical problem based on complex chronic patients cases in a hospital setting. Data were analyzed using deductive content analysis. Findings showed that the registered nurses used a variety of clinical reasoning skills. The most commonly used skill was 'checking accuracy and reliability.' The reasoning process of registered nurses covered assessment, analysis, diagnosis, planning/implementation, and evaluation phase. It is critical that registered nurses apply appropriate clinical reasoning skills in complex clinical practice. The main focus of registered nurses' reasoning in this study was assessing a patient's health problem, and their reasoning process was cyclic, rather than linear. There is a need for educational strategy development to enhance registered nurses' competency in determining appropriate interventions in a timely and accurate fashion. Copyright © 2016 Elsevier Ltd. All rights reserved.

Thinking Allowed: Use of Egocentric Speech after Acquired Brain Injury (ABI)

Science.gov (United States)

Rees, Sian A.; Skidmore, David

2011-01-01

This paper explores the use of thinking aloud made by young people who have sustained a severe acquired brain injury (ABI). The phenomenon is compared with the concepts of egocentric speech and inner speech before the form of thinking aloud by pupils with ABI is examined. It is suggested that by using thinking aloud, this group of pupils is able…

Exploring self-rated health among adolescents: a think-aloud study

Directory of Open Access Journals (Sweden)

Junia Joffer

2016-02-01

Full Text Available Abstract Background Despite extensive use of self-rated health questions in youth studies, little is known about what such questions capture among adolescents. Hence, the aim of this study was to explore how adolescents interpret and reason when answering a question about self-rated health. Methods A qualitative study using think-aloud interviews explored the question, “How do you feel most of the time?”, using five response options (“Very good”, “Rather good”, “Neither good, nor bad”, “Rather bad”, and “Very bad”. The study involved 58 adolescents (29 boys and 29 girls in lower secondary school (7th grade and upper secondary school (12th grade in Sweden. Results Respondents’ interpretations of the question about how they felt included social, mental, and physical aspects. Gender differences were found primarily in that girls emphasized stressors, while age differences were reflected mainly in the older respondents’ inclusion of a wider variety of influences on their assessments. The five response options all demonstrated differences in self-rated health, and the respondents’ understanding of the middle option, “Neither good, nor bad”, varied widely. In the answering of potential sensitive survey questions, rationales for providing honest or biased answers were described. Conclusions The use of a self-rated health question including the word ‘feel’ captured a holistic view of health among adolescents. Differences amongst response options should be acknowledged when analyzing self-rated health questions. If anonymity is not feasible when answering questions on self-rated health, a high level of privacy is recommended to increase the likelihood of reliability.

Older Cancer Patients' User Experiences With Web-Based Health Information Tools: A Think-Aloud Study.

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Bolle, Sifra; Romijn, Geke; Smets, Ellen M A; Loos, Eugene F; Kunneman, Marleen; van Weert, Julia C M

2016-07-25

Health information is increasingly presented on the Internet. Several Web design guidelines for older Web users have been proposed; however, these guidelines are often not applied in website development. Furthermore, although we know that older individuals use the Internet to search for health information, we lack knowledge on how they use and evaluate Web-based health information. This study evaluates user experiences with existing Web-based health information tools among older (≥ 65 years) cancer patients and survivors and their partners. The aim was to gain insight into usability issues and the perceived usefulness of cancer-related Web-based health information tools. We conducted video-recorded think-aloud observations for 7 Web-based health information tools, specifically 3 websites providing cancer-related information, 3 Web-based question prompt lists (QPLs), and 1 values clarification tool, with colorectal cancer patients or survivors (n=15) and their partners (n=8) (median age: 73; interquartile range 70-79). Participants were asked to think aloud while performing search, evaluation, and application tasks using the Web-based health information tools. Overall, participants perceived Web-based health information tools as highly useful and indicated a willingness to use such tools. However, they experienced problems in terms of usability and perceived usefulness due to difficulties in using navigational elements, shortcomings in the layout, a lack of instructions on how to use the tools, difficulties with comprehensibility, and a large amount of variety in terms of the preferred amount of information. Although participants frequently commented that it was easy for them to find requested information, we observed that the large majority of the participants were not able to find it. Overall, older cancer patients appreciate and are able to use cancer information websites. However, this study shows the importance of maintaining awareness of age-related problems

Taxonomies in L1 and L2 Reading Strategies: A Critical Review of Issues Surrounding Strategy-Use Definitions and Classifications in Previous Think-Aloud Research

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Alkhaleefah, Tarek A.

2016-01-01

Considering the various classifications of L1 and L2 reading strategies in previous think-aloud studies, the present review aims to provide a comprehensive look into those various taxonomies reported in major L1 and L2 reading studies. The rationale for this review is not only to offer a comprehensive overview of the different classifications in…

Do Procedures for Verbal Reporting of Thinking Have to Be Reactive? A Meta-Analysis and Recommendations for Best Reporting Methods

Science.gov (United States)

Fox, Mark C.; Ericsson, K. Anders; Best, Ryan

2011-01-01

Since its establishment, psychology has struggled to find valid methods for studying thoughts and subjective experiences. Thirty years ago, Ericsson and Simon (1980) proposed that participants can give concurrent verbal expression to their thoughts (think aloud) while completing tasks without changing objectively measurable performance (accuracy).…

Physiotherapists use a great variety of motor learning options in neurological rehabilitation, from which they choose through an iterative process: a retrospective think-aloud study.

Science.gov (United States)

Kleynen, Melanie; Moser, Albine; Haarsma, Frederike A; Beurskens, Anna J; Braun, Susy M

2017-08-01

The goal of this study was to examine which motor learning options are applied by experienced physiotherapists in neurological rehabilitation, and how they choose between the different options. A descriptive qualitative approach was used. A purposive sample of five expert physiotherapists from the neurological ward of a rehabilitation center participated. Data were collected using nine videotaped therapy situations. During retrospective think-aloud interviews, the physiotherapists were instructed to constantly "think aloud" while they were watching their own videos. Five "operators" were identified: "act", "know", "observe", "assess" and "argue". The "act" operator consisted of 34 motor learning options, which were clustered into "instruction", "feedback" and "organization". The "know", "observe", "assess" and "argue" operators explained how therapists chose one of these options. The four operators seem to be interrelated and together lead to a decision to apply a particular motor learning option. Results show that the participating physiotherapists used a great variety of motor learning options in their treatment sessions. Further, the decision-making process with regard to these motor learning options was identified. Results may support future intervention studies that match the content and process of therapy in daily practice. The study should be repeated with other physiotherapists. Implications for Rehabilitation The study provided insight into the way experienced therapist handle the great variety of possible motor learning options, including concrete ideas on how to operationalize these options in specific situations. Despite differences in patients' abilities, it seems that therapists use the same underlying clinical reasoning process when choosing a particular motor learning option. Participating physiotherapists used more than the in guidelines suggested motor learning options and considered more than the suggested factors, hence adding practice based

Testing the validity of a translated pharmaceutical therapy-related quality of life instrument, using qualitative 'think aloud' methodology.

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Renberg, T; Kettis Lindblad, A; Tully, M P

2008-06-01

In pharmacy practice, there is a need for valid and reliable instruments to study patient-reported outcomes. One potential candidate is a pharmaceutical therapy-related quality of life (PTRQoL) instrument. This study explored the face and content validity, including cognitive aspects of question answering of a PTRQoL instrument, translated from English to Swedish. A sample of 16 customers at Swedish community pharmacies, was asked to fill in the PTRQoL instrument while constantly reporting how they reasoned. The resulting interviews and concurrent probing, were audio-taped, transcribed verbatim and analysed using constant comparison method. The relation between the measurement and its theoretical underpinning was challenged. Respondents neglected to read the instructions, used response options in an unpredictable way, and varied in their interpretations of the items. The combination of 'think-aloud', retrospective probing and qualitative analysis informed on the validity of the PTRQoL instrument and was valuable in questionnaire development. The study also identified specific problems that could be relevant for other instruments probing patients' medicines-related attitudes and behaviour.

Thinking in Clinical Nursing Practice: A Study of Critical Care Nurses' Thinking Applying the Think-Aloud, Protocol Analysis Method

Directory of Open Access Journals (Sweden)

Kyung-Ja Han, RN, PhD

2007-06-01

Conclusion: This study specifies the initial categories of thoughts for each of the processes and various patterns with which these processes are sequentially combined, providing insights into the ways nurses think about problems and address their concerns. The findings suggest that the thinking in clinical practice involves more than focused decision-making and reasoning, and needs to be examined from a broader perspective.

Teaching Problem Solving without Modeling through "Thinking Aloud Pair Problem Solving."

Science.gov (United States)

Pestel, Beverly C.

1993-01-01

Reviews research relevant to the problem of unsatisfactory student problem-solving abilities and suggests a teaching strategy that addresses the issue. Author explains how she uses teaching aloud problem solving (TAPS) in college chemistry and presents evaluation data. Among the findings are that the TAPS class got fewer problems completely right,…

Using Think-Aloud Protocols to Uncover Misconceptions and Improve Developmental Math Instruction: An Exploratory Study

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Charles Secolsky

2016-01-01

Full Text Available Deficiencies in education continue to escalate around the world. The focus on outcomes assessment has narrowed instructional research and curriculum evaluation to standardized testing in certain subject areas. A prototype for a quantitative literacy assessment instrument was developed with the goal of diagnosing student misconceptions of basic mathematics content and changing instructional practices to undo the misconceptions by applying cognitive psychological theory. Two hundred thirty-eight basic math high school students and 209 remedial community college students in New Jersey and New York were administered the instrument, which had been based on coded data from think-aloud protocols. The instrument asked students to answer 20 basic mathematics items and, in addition, to evaluate four possible solution strategies. For each item, frequencies of selected solution strategies and the association between strategy selection and performance on the 20-question math test are presented as a means for improving instruction. Follow-up research is proposed for determining whether undoing the student misconceptions first before teaching material on a new unit of instruction may yield more positive student outcomes.

A schema theory analysis of students' think aloud protocols in an STS biology context

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Quinlan, Catherine Louise

This dissertation study is a conglomerate of the fields of Science Education and Applied Cognitive Psychology. The goal of this study is to determine what organizational features and knowledge representation patterns high school students exhibit over time for issues pertinent to science and society. Participants are thirteen tenth grade students in a diverse suburban-urban classroom in a northeastern state. Students' think alouds are recorded, pre-, post-, and late-post treatment. Treatment consists of instruction in three Science, Technology, and Society (STS) biology issues, namely the human genome project, nutrition and health, and stem cell research. Coding and analyses are performed using Marshall's knowledge representations---identification knowledge, elaboration knowledge, planning knowledge, and execution knowledge, as well as qualitative research analysis methods. Schema theory, information processing theory, and other applied cognitive theory provide a framework in which to understand and explain students' schema descriptions and progressions over time. The results show that students display five organizational features in their identification and elaboration knowledge. Students also fall into one of four categories according to if they display prior schema or no prior schema, and their orientation "for" or "against," some of the issues. Students with prior schema and orientation "against" display the most robust schema descriptions and schema progressions. Those with no prior schemas and orientation "against" show very modest schema progressions best characterized by their keyword searches. This study shows the importance in considering not only students' integrated schemas but also their individual schemes. A role for the use of a more schema-based instruction that scaffolds student learning is implicated.

Examination of the suitability of collecting in event cognitive processes using Think Aloud protocol in golf.

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Amy Elizabeth Whitehead

2015-07-01

Full Text Available Two studies examined the use of think aloud (TA protocol as a means for collecting data of cognitive processes during performance in golf. In study 1, TA was employed to examine if different verbalisation (Level 2 or Level 3 TA instructions influence performance of high and low skilled golfers. Participants performed 30 putts using TA at either Level 2, Level 3, or no verbalization condition. Although Level 3 verbalization produced a higher volume of verbal data than Level 2, TA at either level 2 or 3 did not impair putting performance compared to no verbalization. Study 2 examined the congruence between data collected via TA at Level 3 and cued retrospective recall of cognitive processes during golf performance. Experienced golfers performed six holes of golf whilst engaging in Level 3 TA. After performance, three semi-structured retrospective interviews were conducted (ten minutes after performance, 24 hours after performance and 48 hours after performance. A comparison of the themes identified large discrepancies between the information reported during TA and at interview, with only 38-41% similarity in variables reported to influence decision making on each hole. Both studies suggest TA is a valuable method for recording cognitive processes of individuals during task performance. TA provides richer verbal data regarding decisions than cued retrospective recall, and TA does not negatively impact performance.

Consumer preferences for sustainable aquaculture products: Evidence from in-depth interviews, think aloud protocols and choice experiments.

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Risius, Antje; Janssen, Meike; Hamm, Ulrich

2017-06-01

Fish from aquaculture is becoming more important for human consumption. Sustainable aquaculture procedures were developed as an alternative to overcome the negative environmental impacts of conventional aquaculture procedures and wild fisheries. The objective of this contribution is to determine what consumers expect from sustainable aquaculture and whether they prefer sustainable aquaculture products. A combination of qualitative research methods, with think aloud protocols and in-depth interviews, as well as quantitative methods, using choice experiments and face-to-face interviews, was applied. Data was collected in three different cities of Germany. Results revealed that sustainable aquaculture was associated with natural, traditional, local, and small scale production systems with high animal welfare standards. Overall, participants paid a lot of attention to the declaration of origin; in particular fish products from Germany and Denmark were preferred along with local products. Frequently used sustainability claims for aquaculture products were mostly criticized as being imprecise by the participants of the qualitative study; even though two claims tested in the choice experiments had a significant positive impact on the choice of purchase. Similarly, existing aquaculture-specific labels for certified sustainable aquaculture had an impact on the buying decision, but were not well recognized and even less trusted. Overall, consumers had a positive attitude towards sustainable aquaculture. However, communication measures and labelling schemes should be improved to increase consumer acceptance and make a decisive impact on consumers' buying behavior. Copyright © 2017 Elsevier Ltd. All rights reserved.

"Even 'Daily' is Not Enough": How Well Do We Measure Domestic Violence and Abuse?-A Think-Aloud Study of a Commonly Used Self-Report Scale.

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Evans, Maggie; Gregory, Alison; Feder, Gene; Howarth, Emma; Hegarty, Kelsey

2016-01-01

This article explores the challenges of providing a quantitative measure of domestic violence and abuse (DVA), illustrated by the Composite Abuse Scale, a validated multidimensional measure of frequency and severity of abuse, used worldwide for prevalence studies and intervention trials. Cognitive "think-aloud" and qualitative interviewing with a sample of women who had experienced DVA revealed a tendency toward underreporting their experience of abuse, particularly of coercive control, threatening behavior, restrictions to freedom, and sexual abuse. Underreporting was linked to inconsistency and uncertainty in item interpretation and response, fear of answering truthfully, and unwillingness to identify with certain forms of abuse. Suggestions are made for rewording or reconceptualizing items and the inclusion of a distress scale to measure the individual impact of abuse. The importance of including qualitative methods in questionnaire design and in the interpretation of quantitative findings is highlighted.

Read-Aloud Accommodations, Expository Text, and Adolescents with Learning Disabilities

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Meyer, Nancy K.; Bouck, Emily C.

2017-01-01

Adolescents with learning disabilities in reading have difficulties with reading and understanding difficult gradelevel curricular material. One frequently used method of support is using read-aloud accommodations, which can be live read-alouds or text-to-speech (TTS) read-alouds. A single case alternating treatment design was used to examine the…

An experimental study on a training support system utilizing trainee's eye gaze point and think aloud protocol for diagnosing nuclear power plant anomalies

International Nuclear Information System (INIS)

Ozawa, Takahisa; Samejima, Ryouta; Shimoda, Hiroshi; Yoshikawa, Hidekazu

2003-01-01

An experimental system has been developed for aiming at supporting the simulator training of diagnosis nuclear power plant anomaly, where an expert provides the instructions to a trainee by his/her own educational and experienced point of view. This system has several characteristics as follows: (1) the expert can provide the instruction through the local area network or the Internet, (2) the training task is the detection of the primary cause of plant anomaly, which is not including the plant operation but requires only thinking, and (3) the system can automatically detects the trainee's view-point and think aloud protocols and provide these two types of information to the expert in real time for supporting his/her instruction. A laboratory experiment using this system was conducted, where an expert, who had really engaged in plant operation as a chief operator, was employed as the instructor for novice students. As the result of analyzing the experimental data, it was found that the two types of information, trainee's viewpoints and his verbal protocols, have some potential of effectiveness for supporting the instructor to estimate the trainees diagnostic thinking process and provide the instruction. (author)

A Read-Aloud for Foreign Languages: Becoming a Language Master (Read It Aloud).

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Richardson, Judy S.

1998-01-01

Describes the use of some read-alouds from Alexandre Dumas'"The Count of Monte Cristo" which helped to demonstrate some principles of learning foreign languages. Describes briefly the read aloud selection, discusses some specific activities that relate to foreign language learning, and discusses specific language arts activities. (SR)

Application of Learning Engineering Techniques Thinking Aloud Pair Problem Solving in Learning Mathematics Students Class VII SMPN 15 Padang

Science.gov (United States)

Widuri, S. Y. S.; Almash, L.; Zuzano, F.

2018-04-01

The students activity and responsible in studying mathematic is still lack. It gives an effect for the bad result in studying mathematic. There is one of learning technic to increase students activity in the classroom and the result of studying mathematic with applying a learning technic. It is “Thinking Aloud Pair Problem Solving (TAPPS)”. The purpose of this research is to recognize the developing of students activity in mathematic subject during applying that technic “TAPPS” in seven grade at SMPN 15 Padang and compare the students proportion in learning mathematic with TAPPS between learning process without it in seven grade at SMPN 15 Padang. Students activity for indicators 1, 2, 3, 4, 5, 6 at each meeting is likely to increase and students activity for indicator 7 at each meeting is likely to decrease. The finding of this research is χ 2 = 9,42 and the value of p is 0,0005 < p < 0,005. Therefore p < 0,05 has means H 0 was rejected and H 1 was accepted. Thus, it was concluded that the activities and result in studying mathematic increased after applying learning technic the TAPPS.

A Read-Aloud for Romantics and Realists (Read It Aloud).

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Richardson, Judy S.; And Others

1997-01-01

Presents a read-aloud from Gustave Flaubert's "Madame Bovary." Discusses briefly the novel and the selection, and then describes specific activities for English and for language arts instruction. (SR)

Smokers' Views on Personal Carbon Monoxide Monitors, Associated Apps, and Their Use: An Interview and Think-Aloud Study.

Science.gov (United States)

Herbeć, Aleksandra; Perski, Olga; Shahab, Lion; West, Robert

2018-02-07

Smartphone-based personal carbon monoxide (CO) monitors and associated apps, or "CO Smartphone Systems" (CSSs) for short, could enable smokers to independently monitor their smoking and quitting. This study explored views and preferences regarding CSSs and their use among 16 adult, UK-based smokers. First, semi-structured interviews explored participants' expectations of CSSs. Secondly, a think-aloud study identified participants' reactions to a personal CO monitor and to existing or prototype apps. Framework Analysis identified five themes: (1) General views, needs, and motivation to use CSSs; (2) Views on the personal CO monitor; (3) Practicalities of CSS use; (4) Desired features in associated apps; and (5) Factors affecting preferences for CSSs and their use. Participants had high expectations of CSSs and their potential to increase motivation. Priority app features included: easy CO testing journeys, relevant and motivating feedback, and recording of contextual data. Appearance and usability of the personal CO monitor, and accuracy and relevance of CO testing were considered important for engagement. Participants differed in their motivation to use and preferences for CSSs features and use, which might have non-trivial impact on evaluation efforts. Personal CO monitors and associated apps may be attractive tools for smokers, but making CSSs easy to use and evaluating these among different groups of smokers may be challenging.

Clinical reasoning in nursing, a think-aloud study using virtual patients - a base for an innovative assessment.

Science.gov (United States)

Forsberg, Elenita; Ziegert, Kristina; Hult, Håkan; Fors, Uno

2014-04-01

In health-care education, it is important to assess the competencies that are essential for the professional role. To develop clinical reasoning skills is crucial for nursing practice and therefore an important learning outcome in nursing education programmes. Virtual patients (VPs) are interactive computer simulations of real-life clinical scenarios and have been suggested for use not only for learning, but also for assessment of clinical reasoning. The aim of this study was to investigate how experienced paediatric nurses reason regarding complex VP cases and how they make clinical decisions. The study was also aimed to give information about possible issues that should be assessed in clinical reasoning exams for post-graduate students in diploma specialist paediatric nursing education. The information from this study is believed to be of high value when developing scoring and grading models for a VP-based examination for the specialist diploma in paediatric nursing education. Using the think-aloud method, data were collected from 30 RNs working in Swedish paediatric departments, and child or school health-care centres. Content analysis was used to analyse the data. The results indicate that experienced nurses try to consolidate their hypotheses by seeing a pattern and judging the value of signs, symptoms, physical examinations, laboratory tests and radiology. They show high specific competence but earlier experience of similar cases was also of importance for the decision making. The nurses thought it was an innovative assessment focusing on clinical reasoning and clinical decision making. They thought it was an enjoyable way to be assessed and that all three main issues could be assessed using VPs. In conclusion, VPs seem to be a possible model for assessing the clinical reasoning process and clinical decision making, but how to score and grade such exams needs further research. © 2013.

Reading Aloud.

Science.gov (United States)

Giorgis, Cyndi; Johnson, Nancy J.

1999-01-01

Offers brief descriptions of 34 children's books that are excellent for reading aloud: some of them for inviting interaction, for laughing out loud, for prompting discussion, for living vicariously, for lingering over language, and for making curricular connections. (SR)

The use of think-aloud protocols to identify a decision-making process of community pharmacists aimed at improving CMS Star Ratings scores.

Science.gov (United States)

George, David L; Smith, Michael J; Draugalis, JoLaine R; Tolma, Eleni L; Keast, Shellie L; Wilson, Justin B

2018-03-01

The Center for Medicare and Medicaid Services (CMS) created the Star Rating system based on multiple measures that indicate the overall quality of health plans. Community pharmacists can impact certain Star Ratings measure scores through medication adherence and patient safety interventions. To explore methods, needs, and workflow issues of community pharmacists to improve CMS Star Ratings measures. Think-aloud protocols (TAPs) were conducted with active community retail pharmacists in Oklahoma. Each TAP was audio recorded and transcribed to documents for analysis. Analysts agreed on common themes, illuminated differences in findings, and saturation of the data gathered. Methods, needs, and workflow themes of community pharmacists associated with improving Star Ratings measures were compiled and organized to exhibit a decision-making process. Five TAPs were performed among three independent pharmacy owners, one multi-store owner, and one chain-store administrator. A thematically common 4-step process to monitor and improve CMS Star Ratings scores among participants was identified. To improve Star Ratings measures, pharmacists: 1) used technology to access scores, 2) analyzed data to strategically set goals, 3) assessed individual patient information for comprehensive assessment, and 4) decided on interventions to best impact Star Ratings scores. Participants also shared common needs, workflow issues, and benefits associated with methods used in improving Star Ratings. TAPs were useful in exploring processes of pharmacists who improve CMS Star Ratings scores. Pharmacists demonstrated and verbalized their methods, workflow issues, needs, and benefits related to performing the task. The themes and decision-making process identified to improving CMS Star Ratings scores will assist in the development of training and education programs for pharmacists in the community setting. Published by Elsevier Inc.

The value of Retrospective and Concurrent Think Aloud in formative usability testing of a physician data query tool.

Science.gov (United States)

Peute, Linda W P; de Keizer, Nicolette F; Jaspers, Monique W M

2015-06-01

To compare the performance of the Concurrent (CTA) and Retrospective (RTA) Think Aloud method and to assess their value in a formative usability evaluation of an Intensive Care Registry-physician data query tool designed to support ICU quality improvement processes. Sixteen representative intensive care physicians participated in the usability evaluation study. Subjects were allocated to either the CTA or RTA method by a matched randomized design. Each subject performed six usability-testing tasks of varying complexity in the query tool in a real-working context. Methods were compared with regard to number and type of problems detected. Verbal protocols of CTA and RTA were analyzed in depth to assess differences in verbal output. Standardized measures were applied to assess thoroughness in usability problem detection weighted per problem severity level and method overall effectiveness in detecting usability problems with regard to the time subjects spent per method. The usability evaluation of the data query tool revealed a total of 43 unique usability problems that the intensive care physicians encountered. CTA detected unique usability problems with regard to graphics/symbols, navigation issues, error messages, and the organization of information on the query tool's screens. RTA detected unique issues concerning system match with subjects' language and applied terminology. The in-depth verbal protocol analysis of CTA provided information on intensive care physicians' query design strategies. Overall, CTA performed significantly better than RTA in detecting usability problems. CTA usability problem detection effectiveness was 0.80 vs. 0.62 (pusability problems of a moderate (0.85 vs. 0.7) and severe nature (0.71 vs. 0.57). In this study, the CTA is more effective in usability-problem detection and provided clarification of intensive care physician query design strategies to inform redesign of the query tool. However, CTA does not outperform RTA. The RTA

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.

IMPROVING STUDENTS’ READING COMPREHENSION THROUGH IINTERACTIVE READ-ALOUD TECHNIQUE

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Edi Santoso

2015-10-01

Full Text Available Abstract: The present study, entitled Improving Students’ Reading Comprehension through Interactive Read-Aloud, attempts to unlock problems found in teaching and reading comprehension through interactive read-aloud in a Senior High School of Sport (SMAN Olah Raga Lampung, in Metro. The findings revealed that students’ reading comprehension improved through interactive read-aloud. The improvement can be seen from the increase of test results, meaning construction, and motivation. The process of reading activities showed that the teacher’s gesture and body language, 20 questions, explain and guess activities were proven to help the students construct meaning from the given texts. In addition, interactive read-aloud is effective to boost students’ motivation to comprehend the texts.   Key words: Reading comprehension, interactive read-aloud.

Smokers’ Views on Personal Carbon Monoxide Monitors, Associated Apps, and Their Use: An Interview and Think-Aloud Study

Directory of Open Access Journals (Sweden)

Aleksandra Herbeć

2018-02-01

Full Text Available Smartphone-based personal carbon monoxide (CO monitors and associated apps, or “CO Smartphone Systems” (CSSs for short, could enable smokers to independently monitor their smoking and quitting. This study explored views and preferences regarding CSSs and their use among 16 adult, UK-based smokers. First, semi-structured interviews explored participants’ expectations of CSSs. Secondly, a think-aloud study identified participants’ reactions to a personal CO monitor and to existing or prototype apps. Framework Analysis identified five themes: (1 General views, needs, and motivation to use CSSs; (2 Views on the personal CO monitor; (3 Practicalities of CSS use; (4 Desired features in associated apps; and (5 Factors affecting preferences for CSSs and their use. Participants had high expectations of CSSs and their potential to increase motivation. Priority app features included: easy CO testing journeys, relevant and motivating feedback, and recording of contextual data. Appearance and usability of the personal CO monitor, and accuracy and relevance of CO testing were considered important for engagement. Participants differed in their motivation to use and preferences for CSSs features and use, which might have non-trivial impact on evaluation efforts. Personal CO monitors and associated apps may be attractive tools for smokers, but making CSSs easy to use and evaluating these among different groups of smokers may be challenging.

Do not respond! Doing the think/no-think and go/no-go task concurrently leads to memory impairment of unpleasant items during later recall

Directory of Open Access Journals (Sweden)

Cornelia eHerbert

2012-08-01

Full Text Available Previous research using neuroimaging methods proposed a link between mechanisms controlling motor response inhibition and suppression of unwanted memories. The present study investigated this hypothesis behaviorally by combining the think-no-think paradigm (TNT with a go/no-go motor inhibition task. Participants first learned unpleasant cue-target pairs. Cue words were then presented as go or no-go items in the TNT. Participants’ task was to respond to the cues and think of the target word aloud or to inhibit their response to the cue and the target word from coming to mind. Cued recall assessed immediately after the TNT revealed reduced recall performance for no-go targets compared to go targets or baseline cues, not presented in the TNT. The results demonstrate that doing the no-think and no-go task concurrently leads to memory suppression of unpleasant items during later recall. Results are discussed in line with recent empirical research and theoretical positions.

[Reading aloud as rehabilitation method for children with dyslexia detected at the first grade in their primary school].

Science.gov (United States)

Koeda, Tatsuya; Uchiyama, Hitoshi; Seki, Ayumi

2011-09-01

We provided reading aloud instructions to a child who was diagnosed with dyslexia in a regular class of 69 first graders, comprising 33 boys and 36 girls, during a test of reading sentences aloud. The instructions consisted of a 2-step approach, i.e., decoding instruction and vocabulary instruction. First, a decoding instruction, which emphasized an important point in effortless decoding, was presented to the child. Next, a vocabulary instruction, which aimed to facilitate word-form recognition, was provided. We found that, the decoding instruction was effective in decreasing the number of reading errors, and that the vocabulary instruction was effective against reducing the time taken to read aloud.

Research on Language Learning Strategies: Methods, Findings, and Instructional Issues.

Science.gov (United States)

Oxford, Rebecca; Crookall, David

1989-01-01

Surveys research on formal and informal second-language learning strategies, covering the effectiveness of research methods involving making lists, interviews and thinking aloud, note-taking, diaries, surveys, and training. Suggestions for future and improved research are presented. (131 references) (CB)

Exploring Verbalization and Collaboration of Constructive Interaction with Children

DEFF Research Database (Denmark)

Als, Benedikte Skibsted; Jensen, Janne Jul; Skov, Mikael B.

2005-01-01

Constructive interaction provides natural thinking-aloud as test subjects collaborate in pairs to solve tasks. Since children may face difficulties in following instructions for a standard think-aloud test, constructive interaction has been suggested as evaluation method when usability testing...... with children. However, the relationship between think-aloud and constructive interaction is still poorly understood. We present an experiment that compares think-aloud and constructive interaction in usability testing. The experiment involves 60 children with three setups where children apply think......-aloud, and constructive interaction in acquainted and non-acquainted pairs. Our results show that the pairing of children had impact on how the children collaborated in pairs and how they would afterward assess the testing sessions. In some cases, we found that acquainted dyads would perform well as they would more...

COMBINING COOPERATIVE LEARNING WITH READING ALOUD BY TEACHERS

Directory of Open Access Journals (Sweden)

George Jacobs

2004-06-01

Full Text Available This article begins with a section that describes cooperative learning and explains eight cooperative learning principles. The second section discusses the interface between cooperative learning and language pedagogy. Next is a section about the why and how of reading aloud by teachers. The heart of the article resides in the last and longest section which describes techniques for integrating cooperative learning with reading aloud by teachers. These techniques include ones that can be used before, while and after the teacher has read aloud to the class.

Self- and rater-assessed effectiveness of "thinking-aloud" and "regular" morning report to intensify young physicians' clinical skills.

Science.gov (United States)

Hsu, Hui-Chi; Lee, Fa-Yauh; Yang, Ying-Ying; Tsao, Yen-Po; Lee, Wen-Shin; Chuang, Chiao-Lin; Chang, Ching-Chih; Huang, Chia-Chang; Huang, Chin-Chou; Ho, Shung-Tai

2015-09-01

This study compared the effects of the "thinking aloud" (TA) morning report (MR), which is characterized by sequential and interactive case discussion by all participants, with "regular" MR for clinical skill training of young physicians. Between February 2011 and February 2014, young physicians [including postgraduate year-1 (PGY1) residents, interns, and clerks) from our hospital were sequentially enrolled and followed for 3 months. The self- and rater-assessed educational values of two MR models for building up clinical skills of young physicians were compared. The junior (intern and clerk) attendees had higher self-assessed educational values scores and reported post-training application frequency of skills trained by TA MR compared with the senior (PGY1 resident) attendees. Higher average and percentage of increased overall rater-assessed OSCE scores were noted among the regular MR senior attendees and TA MR junior attendees than in their corresponding control groups (regular MR junior attendees and TA MR senior attendees). Interestingly, regular MRs provided additional beneficial effects for establishing the "professionalism, consulting skills and organization efficiency" aspects of clinical skills of senior/junior attendees. Moreover, senior and junior attendees benefited the most by participating in seven sessions of regular MR and TA MR each month, respectively. TA MR effectively trains junior attendees in basic clinical skills, whereas regular MR enhances senior attendees' "work reports, professionalism, organizational efficiency, skills in dealing with controversial and professional issues." Undoubtedly, all elements of the two MR models should be integrated together to ensure patient safety and good discipline among young physicians. Copyright © 2015. Published by Elsevier Taiwan.

Storybook Read-Alouds to Enhance Students’ Comprehension Skills in ESL Classrooms: A Case Study

Directory of Open Access Journals (Sweden)

Ainon Omar

2015-06-01

Full Text Available The effectiveness of using storybooks during read-alouds to develop children’s comprehension skills as well as in understanding the story has been widely studied. The reading aloud strategy has also been proven through numerous researches to be the most highly recommended activity for encouraging language and literacy. The study identified the comprehension strategies used by the teachers during their read-aloud sessions, matched teachers’ current practices using the comprehension strategies to the identified practices for the approach, and obtained the teachers’ perceptions of their current practices of the comprehension strategies during reading aloud in their English language classrooms. The teachers’ comprehension strategies were matched with a research-based strategy for comprehending texts during read-alouds proposed by Whitehurst et al (1994. Three primary school English language teachers teaching in the rural schools participated in this study. Qualitative research methods were used in this study. Primary data was obtained through observations using an observation protocol; while secondary data was obtained through interviews from teachers. Findings from the study revealed that the three teachers employed a few of the comprehension strategies that were proposed by researchers in the field. The findings also indicate that the teachers utilized only the strategies that they thought were relevant to their teaching context and as such, proposed the need to provide teachers with knowledge on the best practices for conducting reading aloud to develop ESL students’ comprehension skills

Determination of the effectiveness of two methods for usability evaluation using a CPOE medication ordering system

NARCIS (Netherlands)

Khajouei, R.; Hasman, A.; Jaspers, M. W. M.

2011-01-01

Objectives: To assess the effectiveness of two usability evaluation methods, cognitive walkthrough (CW) and think aloud (TA), for identifying usability problems and to compare the performance of CW and TA in identifying different types of usability problems. Methods: A CW was performed by two

Smokers' and drinkers' choice of smartphone applications and expectations of engagement: a think aloud and interview study.

Science.gov (United States)

Perski, Olga; Blandford, Ann; Ubhi, Harveen Kaur; West, Robert; Michie, Susan

2017-02-28

Public health organisations such as the National Health Service in the United Kingdom and the National Institutes of Health in the United States provide access to online libraries of publicly endorsed smartphone applications (apps); however, there is little evidence that users rely on this guidance. Rather, one of the most common methods of finding new apps is to search an online store. As hundreds of smoking cessation and alcohol-related apps are currently available on the market, smokers and drinkers must actively choose which app to download prior to engaging with it. The influences on this choice are yet to be identified. This study aimed to investigate 1) design features that shape users' choice of smoking cessation or alcohol reduction apps, and 2) design features judged to be important for engagement. Adult smokers (n = 10) and drinkers (n = 10) interested in using an app to quit/cut down were asked to search an online store to identify and explore a smoking cessation or alcohol reduction app of their choice whilst thinking aloud. Semi-structured interview techniques were used to allow participants to elaborate on their statements. An interpretivist theoretical framework informed the analysis. Verbal reports were audio recorded, transcribed verbatim and analysed using inductive thematic analysis. Participants chose apps based on their immediate look and feel, quality as judged by others' ratings and brand recognition ('social proof'), and titles judged to be realistic and relevant. Monitoring and feedback, goal setting, rewards and prompts were identified as important for engagement, fostering motivation and autonomy. Tailoring of content, a non-judgmental communication style, privacy and accuracy were viewed as important for engagement, fostering a sense of personal relevance and trust. Sharing progress on social media and the use of craving management techniques in social settings were judged not to be engaging because of concerns about others

Justify Your Answer: The Role of Written Think Aloud in Script Concordance Testing.

Science.gov (United States)

Power, Alyssa; Lemay, Jean-Francois; Cooke, Suzette

2017-01-01

Construct: Clinical reasoning assessment is a growing area of interest in the medical education literature. Script concordance testing (SCT) evaluates clinical reasoning in conditions of uncertainty and has emerged as an innovative tool in the domain of clinical reasoning assessment. SCT quantifies the degree of concordance between a learner and an experienced clinician and attempts to capture the breadth of responses of expert clinicians, acknowledging the significant yet acceptable variation in practice under situations of uncertainty. SCT has been shown to be a valid and reliable clinical reasoning assessment tool. However, as SCT provides only quantitative information, it may not provide a complete assessment of clinical reasoning. Think aloud (TA) is a qualitative research tool used in clinical reasoning assessment in which learners verbalize their thought process around an assigned task. This study explores the use of TA, in the form of written reflection, in SCT to assess resident clinical reasoning, hypothesizing that the information obtained from the written TA would enrich the quantitative data obtained through SCT. Ninety-one pediatric postgraduate trainees and 21 pediatricians from 4 Canadian training centers completed an online test consisting of 24 SCT cases immediately followed by retrospective written TA. Six of 24 cases were selected to gather TA data. These cases were chosen to allow all phases of clinical decision making (diagnosis, investigation, and treatment) to be represented in the TA data. Inductive thematic analysis was employed when systematically reviewing TA responses. Three main benefits of adding written TA to SCT were identified: (a) uncovering instances of incorrect clinical reasoning despite a correct SCT response, (b) revealing sound clinical reasoning in the context of a suboptimal SCT response, and (c) detecting question misinterpretation. Written TA can optimize SCT by demonstrating when correct examinee responses are based on

How the nature of science is presented to elementary students in science read-alouds

Science.gov (United States)

Rivera, Seema

Students as early as elementary school age are capable of learning the aspects of the nature of science (NOS), and the National Benchmarks incorporate the NOS as part of the learning objectives for K--2 students. Learning more about elementary science instruction can aid in understanding how the NOS can be taught or potentially integrated into current teaching methods. Although many teaching methods exist, this study will focus on read-alouds because they are recommended for and are very common in elementary schools. The read-aloud practice is particularly helpful to young students because most of these students have a higher listening comprehension than reading comprehension. One of the main components of the read-aloud practice is the discourse that takes place about the trade book. Both explicit and implicit messages are communicated to students by teachers' language and discussion that takes place in the classroom. Therefore, six multisite naturalistic case studies were conducted to understand elementary teachers' understanding of the NOS, students' understandings of the NOS, trade book representations of the NOS, and read-aloud practices and understandings in upstate New York. The findings of the study revealed that teachers and students held mostly naive and mixed understandings of the NOS. The trade books that had explicit connections to the NOS helped teachers discuss NOS related issues, even when the teachers did not hold strong NOS views. Teachers who held more informed NOS views were able to ask students NOS related questions. All teachers showed they need guidance on how to translate their NOS views into discussion and see the significance of the NOS in their classroom. Explicit NOS instruction can improve student understanding of the NOS, however the focus should be not only on teachers and their NOS understanding but also on the books used. These results show that quality trade books with explicit connections to the NOS are a useful instructional tool

Read-Alouds in Calca, Peru: A Bilingual Indigenous Context

Science.gov (United States)

Neugebauer, Sabina Rak; Currie-Rubin, Rachel

2009-01-01

A read-aloud program focused on vocabulary and comprehension skills for children bilingual in Quechua and Spanish was evaluated for efficacy. The authors present a study with classrooms of first-grade students, suggesting that specific read-aloud strategies that target the use of background knowledge in a discussion-based format can be a…

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

Science.gov (United States)

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

2015-08-01

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

Clinical guideline representation in a CDS: a human information processing method.

Science.gov (United States)

Kilsdonk, Ellen; Riezebos, Rinke; Kremer, Leontien; Peute, Linda; Jaspers, Monique

2012-01-01

The Dutch Childhood Oncology Group (DCOG) has developed evidence-based guidelines for screening childhood cancer survivors for possible late complications of treatment. These paper-based guidelines appeared to not suit clinicians' information retrieval strategies; it was thus decided to communicate the guidelines through a Computerized Decision Support (CDS) tool. To ensure high usability of this tool, an analysis of clinicians' cognitive strategies in retrieving information from the paper-based guidelines was used as requirements elicitation method. An information processing model was developed through an analysis of think aloud protocols and used as input for the design of the CDS user interface. Usability analysis of the user interface showed that the navigational structure of the CDS tool fitted well with the clinicians' mental strategies employed in deciding on survivors screening protocols. Clinicians were more efficient and more complete in deciding on patient-tailored screening procedures when supported by the CDS tool than by the paper-based guideline booklet. The think-aloud method provided detailed insight into users' clinical work patterns that supported the design of a highly usable CDS system.

Science Language Accommodation in Elementary School Read-Alouds

Science.gov (United States)

Glass, Rory; Oliveira, Alandeom W.

2014-03-01

This study examines the pedagogical functions of accommodation (i.e. provision of simplified science speech) in science read-aloud sessions facilitated by five elementary teachers. We conceive of read-alouds as communicative events wherein teachers, faced with the task of orally delivering a science text of relatively high linguistic complexity, open up an alternate channel of communication, namely oral discussion. By doing so, teachers grant students access to a simplified linguistic input, a strategy designed to promote student comprehension of the textual contents of children's science books. It was found that nearly half (46%) of the read-aloud time was allotted to discussions with an increased percentage of less sophisticated words and reduced use of more sophisticated vocabulary than found in the books through communicative strategies such as simplified rewording, simplified definition, and simplified questioning. Further, aloud reading of more linguistically complex books required longer periods of discussion and an increased degree of teacher oral input and accommodation. We also found evidence of reversed simplification (i.e. sophistication), leading to student uptake of scientific language. The main significance of this study is that it reveals that teacher talk serves two often competing pedagogical functions (accessible communication of scientific information to students and promotion of student acquisition of the specialized language of science). It also underscores the importance of giving analytical consideration to the simplification-sophistication dimension of science classroom discourse as well as the potential of computer-based analysis of classroom discourse to inform science teaching.

Thinking about Digestive System in Early Childhood: A Comparative Study about Biological Knowledge

Science.gov (United States)

AHI, Berat

2017-01-01

The current study aims to explore how children explain the concepts of biology and how biological knowledge develops across ages by focusing on the structure and functions of the digestive system. The study was conducted with 60 children. The data were collected through the interviews conducted within a think-aloud protocol. The interview data…

Reading Aloud in High Schools: Students and Teachers across the Curriculum

Science.gov (United States)

Warner, Lionel; Crolla, Caroline; Goodwyn, Andy; Hyder, Eileen; Richards, Brian

2016-01-01

Reading aloud is apparently an indispensible part of teaching. Nevertheless, little is known about reading aloud across the curriculum by students and teachers in high schools. Nor do we understand teachers' attitudes towards issues such as error correction, rehearsal time, and selecting students to read. A survey of 360 teachers in England shows…

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.

Nurse educators' critical thinking: A mixed methods exploration.

Science.gov (United States)

Raymond, Christy; Profetto-McGrath, Joanne; Myrick, Florence; Strean, William B

2018-07-01

Nurse educator's critical thinking remains unexamined as a key factor in the development of students' critical thinking. The objective of this study is to understand how nurse educators reveal their critical thinking in the clinical setting while supervising students. This study uses a single-phase triangulation mixed methods design with multiple data gathering techniques. Participants for this study are clinical nurse educators from a large Western Canadian baccalaureate nursing program who teach 2nd or 3rd year students in medical-surgical settings. Participants for this study completed a demographic survey, the California Critical Thinking Skills Test (CCTST), the California Critical Thinking Disposition Inventory (CCTDI), participant observation in a clinical practice setting, and semi-structured interviews. The results from the California Critical Thinking assessments (CCTST and CCTDI) show that participants are positively inclined and have a moderate to strong ability to think critically, similar to other studies. Participants find it difficult to describe how they reveal their critical thinking in the clinical setting, yet all participants use role modeling and questioning to share their critical thinking with students. When the quantitative and qualitative results are compared, it is apparent that the confidence in reasoning subscale of the California Critical Thinking Skills Test is higher in those educators who more frequently demonstrate and voice engagement in reflective activities. Dispositions associated with critical thinking, as measured by the California Critical Thinking Disposition Inventory, are more easily observed compared to critical thinking skills. This study is a beginning exploration of nurse educators' critical thinking-in-action. Our mixed methods approach uncovers a valuable approach to understanding the complexity of nurse educators' critical thinking. Further study is needed to uncover how nurse educators' can specifically enact

Comparison of CTA and Textual Feedback in Usability Testing for Malaysian Users

DEFF Research Database (Denmark)

Sivaji, Ashok; Clemmensen, Torkil; Nielsen, Søren Feodor

Usability moderators found that the concurrent think-aloud (CTA) method has some cultural limitation that impacts usability testing with Malaysian users. This gives rise to proposing a new method called textual feedback. The research question is to determine whether there are any differences...... in usability defects from the concurrent think-aloud (CTA) method (Condition 2) and textual feedback method (Condition 1) within the same group of Malaysian users. A pair-wise t-test was used, whereby users were subjected to performing usability task using both methods. Results reveal that we can reject...

Cultural Cognition in Usability Evaluation

DEFF Research Database (Denmark)

Clemmensen, Torkil; Hertzum, Morten; Hornbæk, Kasper Anders Søren

2009-01-01

We discuss the impact of cultural differences on usability evaluations that are based on the thinking-aloud method (TA). The term ‘cultural differences' helps distinguish differences in the perception and thinking of Westerners (people from Western Europe and US citizens with European origins...... and evaluator. In conclusion, we point to the importance of matching the task presentation to users' cultural background, the different effects of thinking aloud on task performance between Easterners and Westerners, the differences in nonverbal behaviour that affect usability problem detection, and, finally...

Cultural Cognition in Usability Evaluation

DEFF Research Database (Denmark)

Clemmensen, Torkil; Hertzum, Morten; Hornbæk, Kasper Anders Søren

2009-01-01

We discuss the impact of cultural differences on usability evaluations that are based on the thinking-aloud method (TA). The term ‘cultural differences’ helps distinguish differences in the perception and thinking of Westerners (people from Western Europe and US citizens with European origins...... and evaluator. In conclusion, we point to the importance of matching the task presentation to users’ cultural background, the different effects of thinking aloud on task performance between Easterners and Westerners, the differences in nonverbal behaviour that affect usability problem detection, and, finally...

What Happened to Remote Usability Testing? An Empirical Study of Three Methods

DEFF Research Database (Denmark)

Stage, Jan; Andreasen, M. S.; Nielsen, H. V.

2007-01-01

The idea of conducting usability tests remotely emerged ten years ago. Since then, it has been studied empirically, and some software organizations employ remote methods. Yet there are still few comparisons involving more than one remote method. This paper presents results from a systematic...... empirical comparison of three methods for remote usability testing and a conventional laboratorybased think-aloud method. The three remote methods are a remote synchronous condition, where testing is conducted in real time but the test monitor is separated spatially from the test subjects, and two remote...

Lexical orthography acquisition: Is handwriting better than spelling aloud?

Science.gov (United States)

Bosse, Marie-Line; Chaves, Nathalie; Valdois, Sylviane

2014-01-01

Lexical orthography acquisition is currently described as the building of links between the visual forms and the auditory forms of whole words. However, a growing body of data suggests that a motor component could further be involved in orthographic acquisition. A few studies support the idea that reading plus handwriting is a better lexical orthographic learning situation than reading alone. However, these studies did not explore which of the cognitive processes involved in handwriting enhanced lexical orthographic acquisition. Some findings suggest that the specific movements memorized when learning to write may participate in the establishment of orthographic representations in memory. The aim of the present study was to assess this hypothesis using handwriting and spelling aloud as two learning conditions. In two experiments, fifth graders were asked to read complex pseudo-words embedded in short sentences. Immediately after reading, participants had to recall the pseudo-words' spellings either by spelling them aloud or by handwriting them down. One week later, orthographic acquisition was tested using two post-tests: a pseudo-word production task (spelling by hand in Experiment 1 or spelling aloud in Experiment 2) and a pseudo-word recognition task. Results showed no significant difference in pseudo-word recognition between the two learning conditions. In the pseudo-word production task, orthography learning improved when the learning and post-test conditions were similar, thus showing a massive encoding-retrieval match effect in the two experiments. However, a mixed model analysis of the pseudo-word production results revealed a significant learning condition effect which remained after control of the encoding-retrieval match effect. This later finding suggests that orthography learning is more efficient when mediated by handwriting than by spelling aloud, whatever the post-test production task.

Lexical orthographic acquisition: Is handwriting better than spelling aloud?

Directory of Open Access Journals (Sweden)

Marie-Line eBosse

2014-02-01

Full Text Available Lexical orthography acquisition is currently described as the building of links between the visual forms and the auditory forms of whole words. However, a growing body of data suggests that a motor component could further be involved in orthographic acquisition. A few studies support the idea that reading plus handwriting is a better lexical orthographic learning situation than reading alone. However, these studies did not explore which of the cognitive processes involved in handwriting enhanced lexical orthographic acquisition. Some findings suggest that the specific movements memorized when learning to write may participate in the establishment of orthographic representations in memory. The aim of the present study was to assess this hypothesis using handwriting and spelling aloud as two learning conditions. In two experiments, fifth graders were asked to read complex pseudo-words embedded in short sentences. Immediately after reading, participants had to recall the pseudo-words’ spellings either by spelling them aloud or by handwriting them down. One week later, orthographic acquisition was tested using two post-tests: a pseudo-word production task (spelling by hand in Experiment 1 or spelling aloud in Experiment 2 and a pseudo-word recognition task. Results showed no significant difference in pseudo-word recognition between the two learning conditions. In the pseudo-word production task, orthography learning improved when the learning and post-test conditions were similar, thus showing a massive encoding-retrieval match effect in the two experiments. However, a mixed model analysis of the pseudo-word production results revealed a significant learning condition effect which remained after control of the encoding-retrieval match effect. This later finding suggests that orthography learning is more efficient when mediated by handwriting than by spelling aloud, whatever the post-test production task.

Think-Aloud Reading

DEFF Research Database (Denmark)

Bengtsson, Mette

2018-01-01

engage in the implied audience offered, others have strong negative reactions refusing to take it upon them. The study shows how readers react to the commentators postulating manner, and call for arguments to use in discussions with family and friend. About the book: This book examines the reception...... of rhetoric and the rhetoric of reception. By considering salient rhetorical traits of rhetorical utterances and texts seen in context, and relating this to different kinds of reception and/or audience use and negotiation, the authors explore the connections between rhetoric and reception. In our time, new......About the book chapter: Bengtsson investigates how selected audiences react to the implied audience in Danish political print newspaper commentary. When introducing the concept of second persona, Edwin Black only uses vague expressions like “vector of influence” and “the pull of an ideology” about...

Dialogic Reading Aloud to Promote Extensive Reading

Science.gov (United States)

Jacobs, George M.

2016-01-01

How can teachers motivate students to read extensively in a second language? One strategy is for teachers to read aloud to students to promote the joys of reading generally, to build students' language skills and to introduce students to specific authors, book series, genres, websites, etc. This article begins by discussing why teachers might want…

Getting Access to What Goes on in People´s Heads?

DEFF Research Database (Denmark)

Nielsen, Janni; Clemmensen, Torkil; Yssing, Carsten

2002-01-01

people to think aloud? We answer it by discussing the classical work of Ericsson and Simon(1984), in particular their distinction between vocalisation, verbalisation and retrospective reports and the relation to short term memory. Reintroducing the psychological perspective and the focus on higher order......One of the basic usability testing techniques the HCI community draws on, and which stands out as unique, is thinking aloud. We introduce the many names, uses and modifications of the classical think aloud technique, and ask the rhetorical question: What do researchers think they get when they ask...... cognitive processes, we argue that access to subjective experience is possible in terms of introspection and describe a technique that invites the user to become a participant in the analysis of his or her own cognitive processes. We suggest that use of think aloud has as a prerequisite explicit...

Basic thinking patterns and working methods for multiple DFX

DEFF Research Database (Denmark)

Andreasen, Mogens Myrup; Mortensen, Niels Henrik

1997-01-01

This paper attempts to describe the theory and methodologies behind DFX and linking multiple DFX's together. The contribution is an articulation of basic thinking patterns and description of some working methods for handling multiple DFX.......This paper attempts to describe the theory and methodologies behind DFX and linking multiple DFX's together. The contribution is an articulation of basic thinking patterns and description of some working methods for handling multiple DFX....

Review of teaching methods and critical thinking skills.

Science.gov (United States)

Kowalczyk, Nina

2011-01-01

Critical information is needed to inform radiation science educators regarding successful critical thinking educational strategies. From an evidence-based research perspective, systematic reviews are identified as the most current and highest level of evidence. Analysis at this high level is crucial in analyzing those teaching methods most appropriate to the development of critical thinking skills. To conduct a systematic literature review to identify teaching methods that demonstrate a positive effect on the development of students' critical thinking skills and to identify how these teaching strategies can best translate to radiologic science educational programs. A comprehensive literature search was conducted resulting in an assessment of 59 full reports. Nineteen of the 59 reports met inclusion criteria and were reviewed based on the level of evidence presented. Inclusion criteria included studies conducted in the past 10 years on sample sizes of 20 or more individuals demonstrating use of specific teaching interventions for 5 to 36 months in postsecondary health-related educational programs. The majority of the research focused on problem-based learning (PBL) requiring standardized small-group activities. Six of the 19 studies focused on PBL and demonstrated significant differences in student critical thinking scores. PBL, as described in the nursing literature, is an effective teaching method that should be used in radiation science education. ©2011 by the American Society of Radiologic Technologists.

The Art of Reading Aloud Day celebrated for the First time in Switzerland

CERN Document Server

Jardin des Particules

2018-01-01

Once upon a time, in the CERN Staff Association Nursery School and crèche, something very magical happened. Initiated by the ‘Institut Suisse Jeunesse et Media (ISJM) the first ever ‘Reading Aloud Day’ took place on 23 May 2018 throughout the whole of Switzerland. The goal of this nationwide event is to promote and celebrate the art of reading aloud, not only a pleasure which can be shared, but also a primary and highly useful educational aid. The nursery School and crèche was amongst the hundreds of other public and private establishments to take part. Throughout the day, a large number of the nursery schools’ children’s parents spontaneously took part in this charming event and demonstrated how important story telling aloud is for the development of infants and young children. They took it in turns reading stories to children between the ages of four months and six years old. Despite inclement weather conditions, several story-telling ...

Performance Evaluation of Two Different Usability Evaluation Methods in the Context of Collaborative Writing Systems

OpenAIRE

Bakhtyar, Shoaib; Afridi, Qaisar Zaman

2010-01-01

In today’s world of rapid technological development one cannot deny the importance of collaborative writing systems. Besides many advantages of a collaborative writing system the major one is to allow its end users to work in collaboration with each other without having to physically meet. In the past various researches has been carried out for the usability evaluation of collaborative writing systems using the think aloud protocol method however there is no study conducted on the comparison ...

Hlasité myšlení jako výzkumná metoda

Czech Academy of Sciences Publication Activity Database

Heller, Daniel

2005-01-01

Roč. 49, č. 6 (2005), s. 554-562 ISSN 0009-062X R&D Projects: GA AV ČR IAA7025401 Institutional research plan: CEZ:AV0Z70250504 Keywords : psychology of thinking * research methods in thinking * thinking aloud Subject RIV: AN - Psychology Impact factor: 0.241, year: 2005

Cross cultural usability testing

DEFF Research Database (Denmark)

Clemmensen, Torkil; Goyal, Shivam

2005-01-01

In this paper, we present the results of a pilot study in Denmark of cross cultural effects on Think Aloud usability testing. We provide an overview of previous research on cross cultural usability evaluation with a special focus on the relationship between the evaluator and the test user....... This relation was studied in an experiment with usability testing of a localized clipart application in which eight participants from Denmark and India formed pairs of evaluator-test user. The test users were asked to think aloud and the evaluators' role were to facilitate the test users thinking aloud...... and hereby identify usability problems with the clipart application. Data on the evaluators' and test users' behaviour were recorded and analyzed by coding and summarizing statistics on these behavioural events. The results show that Think Aloud Usability Test of a localized application is most effectively...

Usability Testing as a Method to Refine a Health Sciences Library Website.

Science.gov (United States)

Denton, Andrea H; Moody, David A; Bennett, Jason C

2016-01-01

User testing, a method of assessing website usability, can be a cost-effective and easily administered process to collect information about a website's effectiveness. A user experience (UX) team at an academic health sciences library has employed user testing for over three years to help refine the library's home page. Test methodology used in-person testers using the "think aloud" method to complete tasks on the home page. Review of test results revealed problem areas of the design and redesign; further testing was effective in refining the page. User testing has proved to be a valuable method to engage users and provide feedback to continually improve the library's home page.

Collaborative Problem Solving Methods towards Critical Thinking

Science.gov (United States)

Yin, Khoo Yin; Abdullah, Abdul Ghani Kanesan; Alazidiyeen, Naser Jamil

2011-01-01

This research attempts to examine the collaborative problem solving methods towards critical thinking based on economy (AE) and non economy (TE) in the SPM level among students in the lower sixth form. The quasi experiment method that uses the modal of 3X2 factorial is applied. 294 lower sixth form students from ten schools are distributed…

Physician satisfaction with a critical care clinical information system using a multimethod evaluation of usability.

Science.gov (United States)

Hudson, Darren; Kushniruk, Andre; Borycki, Elizabeth; Zuege, Danny J

2018-04-01

Physician satisfaction with electronic medical records has often been poor. Usability has frequently been identified as a source for decreased satisfaction. While surveys can identify many issues, and are logistically easier to administer, they may miss issues identified using other methods This study sought to understand the level of physician satisfaction and usability issues associated with a critical care clinical information system (eCritical Alberta) implemented throughout the province of Alberta, Canada. All critical care attending physicians using the system were invited to participate in an online survey. Questions included components of the User Acceptance of Information Technology and Usability Questionnaire as well as free text feedback on system components. Physicians were also invited to participate in a think aloud test using simulated scenarios. The transcribed think aloud text and questionnaire were subjected to textual analysis. 82% of all eligible physicians completed the on-line survey (n = 61). Eight physicians were invited and seven completed the think aloud test. Overall satisfaction with the system was moderate. Usability was identified as a significant factor contributing to satisfaction. The major usability factors identified were system response time and layout. The think aloud component identified additional factors beyond those identified in the on-line survey. This study found a modestly high level of physician satisfaction with a province-wide clinical critical care information system. Usability continues to be a significant factor in physician satisfaction. Using multiple methods of evaluation can capture the benefits of a large sample size and deeper understanding of the issues. Copyright © 2018 Elsevier B.V. All rights reserved.

Service Learning: Flooding Students with Vocabulary through Read Alouds

Science.gov (United States)

Holmes, Kerry; Thompson, Judith

2014-01-01

In the spirit of the Steven Stahl 600 Book Kid Challenge, 90 preservice teachers engaged children in 36 read-aloud sessions for a vocabulary improvement service learning project. This article describes how the preservice teachers used narrative and informational books as a vehicle for rare-word vocabulary exposure for children ages 8-12.

Spatial Thinking in Atmospheric Science Education

Science.gov (United States)

McNeal, P. M.; Petcovic, H. L.; Ellis, T. D.

2016-12-01

Atmospheric science is a STEM discipline that involves the visualization of three-dimensional processes from two-dimensional maps, interpretation of computer-generated graphics and hand plotting of isopleths. Thus, atmospheric science draws heavily upon spatial thinking. Research has shown that spatial thinking ability can be a predictor of early success in STEM disciplines and substantial evidence demonstrates that spatial thinking ability is improved through various interventions. Therefore, identification of the spatial thinking skills and cognitive processes used in atmospheric science is the first step toward development of instructional strategies that target these skills and scaffold the learning of students in atmospheric science courses. A pilot study of expert and novice meteorologists identified mental animation and disembedding as key spatial skills used in the interpretation of multiple weather charts and images. Using this as a starting point, we investigated how these spatial skills, together with expertise, domain specific knowledge, and working memory capacity affect the ability to produce an accurate forecast. Participants completed a meteorology concept inventory, experience questionnaire and psychometric tests of spatial thinking ability and working memory capacity prior to completing a forecasting task. A quantitative analysis of the collected data investigated the effect of the predictor variables on the outcome task. A think-aloud protocol with individual participants provided a qualitative look at processes such as task decomposition, rule-based reasoning and the formation of mental models in an attempt to understand how individuals process this complex data and describe outcomes of particular meteorological scenarios. With our preliminary results we aim to inform atmospheric science education from a cognitive science perspective. The results point to a need to collaborate with the atmospheric science community broadly, such that multiple

Information Book Read-Alouds as Models for Second-Grade Authors

Science.gov (United States)

Bradley, Linda Golson; Donovan, Carol A.

2010-01-01

This article discusses the instructional practice of supporting second graders' information book writing with focused read-alouds that include discussions of information book genre elements, features, and organizational structure. The authors present specific examples of instruction and discuss the resulting information book compositions by…

Platonic Dialogue, Maieutic Method and Critical Thinking

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Leigh, Fiona

2007-01-01

In this paper I offer a reading of one of Plato's later works, the "Sophist", that reveals it to be informed by principles comparable on the face of it with those that have emerged recently in the field of critical thinking. As a development of the famous Socratic method of his teacher, I argue, Plato deployed his own pedagogical method, a…

Cultural cognition in the thinking-aloud method for usability evaluation

DEFF Research Database (Denmark)

Clemmensen, Torkil; Hertzum, Morten; Hornbæk, Kasper

2008-01-01

) and Easterners (people from China and the countries heavily influenced by its culture). We illustrate the impact of cultural cognition on four central elements of TA: (1) instructions and tasks, (2) the user's verbalizations, (3) the evaluator's reading of the user, and (4) the overall relationship between user...

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

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

2014-01-01

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

Optimizing the user interface of a data entry module for an electronic patient record for cardiac rehabilitation: A mixed method usability approach.

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van Engen-Verheul, Mariëtte M; Peute, Linda W P; de Keizer, Nicolette F; Peek, Niels; Jaspers, Monique W M

2016-03-01

Cumbersome electronic patient record (EPR) interfaces may complicate data-entry in clinical practice. Completeness of data entered in the EPR determines, among other things, the value of computerized clinical decision support (CCDS). Quantitative usability evaluations can provide insight into mismatches between the system design model of data entry and users' data entry behavior, but not into the underlying causes for these mismatches. Mixed method usability evaluation studies may provide these insights, and thus support generating redesign recommendations for improving an EPR system's data entry interface. To improve the usability of the data entry interface of an EPR system with CCDS in the field of cardiac rehabilitation (CR), and additionally, to assess the value of a mixed method usability approach in this context. Seven CR professionals performed a think-aloud usability evaluation both before (beta-version) and after the redesign of the system. Observed usability problems from both evaluations were analyzed and categorized using Zhang et al.'s heuristic principles of good interface design. We combined the think-aloud usability evaluation of the system's beta-version with the measurement of a new usability construct: users' deviations in action sequence from the system's predefined data entry order sequence. Recommendations for redesign were implemented. We assessed whether the redesign improved CR professionals' (1) task efficacy (with respect to the completeness of data they collected), and (2) task efficiency (with respect to the average number of mouse clicks they needed to complete data entry subtasks). With the system's beta version, 40% of health care professionals' navigation actions through the system deviated from the predefined next system action. The causes for these deviations as revealed by the think-aloud method mostly concerned mismatches between the system design model for data entry action sequences and users expectations of these action

Using cognitive pre-testing methods in the development of a new evidenced-based pressure ulcer risk assessment instrument

Directory of Open Access Journals (Sweden)

S. Coleman

2016-11-01

Full Text Available Abstract Background Variation in development methods of Pressure Ulcer Risk Assessment Instruments has led to inconsistent inclusion of risk factors and concerns about content validity. A new evidenced-based Risk Assessment Instrument, the Pressure Ulcer Risk Primary Or Secondary Evaluation Tool - PURPOSE-T was developed as part of a National Institute for Health Research (NIHR funded Pressure Ulcer Research Programme (PURPOSE: RP-PG-0407-10056. This paper reports the pre-test phase to assess and improve PURPOSE-T acceptability, usability and confirm content validity. Methods A descriptive study incorporating cognitive pre-testing methods and integration of service user views was undertaken over 3 cycles comprising PURPOSE-T training, a focus group and one-to-one think-aloud interviews. Clinical nurses from 2 acute and 2 community NHS Trusts, were grouped according to job role. Focus group participants used 3 vignettes to complete PURPOSE-T assessments and then participated in the focus group. Think-aloud participants were interviewed during their completion of PURPOSE-T. After each pre-test cycle analysis was undertaken and adjustment/improvements made to PURPOSE-T in an iterative process. This incorporated the use of descriptive statistics for data completeness and decision rule compliance and directed content analysis for interview and focus group data. Data were collected April 2012-June 2012. Results Thirty-four nurses participated in 3 pre-test cycles. Data from 3 focus groups, 12 think-aloud interviews incorporating 101 PURPOSE-T assessments led to changes to improve instrument content and design, flow and format, decision support and item-specific wording. Acceptability and usability were demonstrated by improved data completion and appropriate risk pathway allocation. The pre-test also confirmed content validity with clinical nurses. Conclusions The pre-test was an important step in the development of the preliminary PURPOSE-T and the

‘Soglitude’- introducing a method of thinking thresholds

Directory of Open Access Journals (Sweden)

Tatjana Barazon

2010-04-01

Full Text Available ‘Soglitude’ is an invitation to acknowledge the existence of thresholds in thought. A threshold in thought designates the indetermination, the passage, the evolution of every state the world is in. The creation we add to it, and the objectivity we suppose, on the border of those two ideas lies our perceptive threshold. No state will ever be permanent, and in order to stress the temporary, fluent character of the world and our perception of it, we want to introduce a new suitable method to think change and transformation, when we acknowledge our own threshold nature. The contributions gathered in this special issue come from various disciplines: anthropology, philosophy, critical theory, film studies, political science, literature and history. The variety of these insights shows the resonance of the idea of threshold in every category of thought. We hope to enlarge the notion in further issues on physics and chemistry, as well as mathematics. The articles in this issue introduce the method of threshold thinking by showing the importance of the in-between, of the changing of perspective in their respective domain. The ‘Documents’ section named INTERSTICES, includes a selection of poems, two essays, a philosophical-artistic project called ‘infraphysique’, a performance on thresholds in the soul, and a dialogue with Israel Rosenfield. This issue presents a kaleidoscope of possible threshold thinking and hopes to initiate new ways of looking at things.For every change that occurs in reality there is a subjective counterpart in our perception and this needs to be acknowledged as such. What we name objective is reflected in our own personal perception in its own personal manner, in such a way that the objectivity of an event might altogether be questioned. The absolute point of view, the view from “nowhere”, could well be the projection that causes dogmatism. By introducing the method of thinking thresholds into a system, be it

A Mixed-Methods Study on the Impact of Socratic Seminars on Eighth Grade Students' Comprehension of Science Texts

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Roncke, Nancy

This formative, convergent-mixed methods research study investigated the impact of Socratic Seminars on eighth grade science students' independent comprehension of science texts. The study also highlighted how eighth grade students of varying reading abilities interacted with and comprehended science texts differently during and after the use of Socratic Seminars. In order to document any changes in the students' overall comprehension of science texts, this study compared the experimental and control groups' pre- and post-test performances on the Content Area Reading Assessment (Leslie & Caldwell, 2014) and self-perception surveys on students' scientific reading engagement. Student think-alouds and interviews also captured the students' evolving understandings of the science texts. At the conclusion of this sixteen-week study, the achievement gap between the experimental and control group was closed in five of the seven categories on the Content Area Reading Assessment, including supporting an inference with textual evidence, determining central ideas, explaining why or how, determining word meaning, and summarizing a science text. Students' self-perception surveys were more positive regarding reading science texts after the Socratic Seminars. Finally, the student think-alouds revealed that some students moved from a literal interpretation of the science texts to inquiries that questioned the text and world events.

Fitting methods to paradigms: are ergonomics methods fit for systems thinking?

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Salmon, Paul M; Walker, Guy H; M Read, Gemma J; Goode, Natassia; Stanton, Neville A

2017-02-01

The issues being tackled within ergonomics problem spaces are shifting. Although existing paradigms appear relevant for modern day systems, it is worth questioning whether our methods are. This paper asks whether the complexities of systems thinking, a currently ubiquitous ergonomics paradigm, are outpacing the capabilities of our methodological toolkit. This is achieved through examining the contemporary ergonomics problem space and the extent to which ergonomics methods can meet the challenges posed. Specifically, five key areas within the ergonomics paradigm of systems thinking are focused on: normal performance as a cause of accidents, accident prediction, system migration, systems concepts and ergonomics in design. The methods available for pursuing each line of inquiry are discussed, along with their ability to respond to key requirements. In doing so, a series of new methodological requirements and capabilities are identified. It is argued that further methodological development is required to provide researchers and practitioners with appropriate tools to explore both contemporary and future problems. Practitioner Summary: Ergonomics methods are the cornerstone of our discipline. This paper examines whether our current methodological toolkit is fit for purpose given the changing nature of ergonomics problems. The findings provide key research and practice requirements for methodological development.

"Big Loud Voice. You Have Important Things to Say": The Nature of Student Initiations during One Teacher's Interactive Read-Alouds

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Maloch, Beth; Beutel, Denise Duncan

2010-01-01

This qualitative study explored the nature of student initiations during interactive read alouds of fiction and non-fiction texts in a second grade, urban classroom. Data sources--including expanded field notes, video/audiotape records and transcripts, and teacher interviews--were analyzed inductively, utilizing the constant comparative method and…

Environmental agency in read-alouds

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Oliveira, Alandeom W.; Rogers, Patterson; Quigley, Cassie F.; Samburskiy, Denis; Barss, Kimberly; Rivera, Seema

2015-06-01

Despite growing interest in helping students become agents of environmental change who can, through informed decision-making and action-taking, transform environmentally detrimental forms of human activity, science educators have reduced agency to rationality by overlooking sociocultural influences such as norms and values. We tackle this issue by examining how elementary teachers and students negotiate and attribute responsibility, credit, or blame for environmental events during three environmental read-alouds. Our verbal analysis and visual representation of meta-agentive discourse revealed varied patterns of agential attribution. First, humans were simultaneously attributed negative agentive roles (agents of endangerment and imbalance) and positive agentive roles (agents of prevention, mitigation, and balance). Second, while wolves at Yellowstone were constructed as intentional (human-like) agents when they crossed over into the human world to kill livestock in nearby farms, polar bears in the Arctic were denied any form of agential responsibility when they approached people's homes. Third, anthropogenic causation of global warming was constructed as distal and indirect chains of cause and effect (i.e., sophisticated sequences of ripple effects), whereas its mitigation and prevention assumed the form of simple and unidirectional causative links (direct and proximal causality). Fourth, the notion of balance of nature was repeatedly used as a justification for environmental conservation but its cause and dynamic nature remained unclear. And, fifth, while one teacher promoted environmental agency by encouraging students to experience positive emotions such as love of nature, freedom, and oneness with nature, the other teachers encouraged students to experience negative emotions such as self-blame and guilt. This study's main significance is that it highlights the need for environmental educators who set out to promote environmental agency to expand the focus of

Beyond the initial 140 ms, lexical decision and reading aloud are different tasks: An ERP study with topographic analysis.

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Mahé, Gwendoline; Zesiger, Pascal; Laganaro, Marina

2015-11-15

Most of our knowledge on the time-course of the mechanisms involved in reading derived from electrophysiological studies is based on lexical decision tasks. By contrast, very few ERP studies investigated the processes involved in reading aloud. It has been suggested that the lexical decision task provides a good index of the processes occurring during reading aloud, with only late processing differences related to task response modalities. However, some behavioral studies reported different sensitivity to psycholinguistic factors between the two tasks, suggesting that print processing could differ at earlier processing stages. The aim of the present study was thus to carry out an ERP comparison between lexical decision and reading aloud in order to determine when print processing differs between these two tasks. Twenty native French speakers performed a lexical decision task and a reading aloud task with the same written stimuli. Results revealed different electrophysiological patterns on both waveform amplitudes and global topography between lexical decision and reading aloud from about 140 ms after stimulus presentation for both words and pseudowords, i.e., as early as the N170 component. These results suggest that only very early, low-level visual processes are common to the two tasks which differ in core processes. Taken together, our main finding questions the use of the lexical decision task as an appropriate paradigm to investigate reading processes and warns against generalizing its results to word reading. Copyright © 2015 Elsevier Inc. All rights reserved.

The Effect of a Read Aloud Accommodation on Test Scores of Students with and without a Learning Disability in Reading.

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Meloy, Linda L.; Deville, Craig; Frisbie, David A.

2002-01-01

A study examined the effect of a read aloud testing accommodation on 260 middle school students with and without learning disabilities in reading. Students with learning disabilities in reading, as well as those without, exhibited statistically significant gains with the read aloud test administration. Interaction effects were not significant.…

'The ICECAP-SCM tells you more about what I'm going through': A think-aloud study measuring quality of life among patients receiving supportive and palliative care.

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Bailey, Cara; Kinghorn, Philip; Orlando, Rosanna; Armour, Kathy; Perry, Rachel; Jones, Louise; Coast, Joanna

2016-07-01

The ICECAP-Supportive Care Measure is a self-complete questionnaire developed to aid economic evaluation of supportive care interventions. To determine the feasibility of completing ICECAP-Supportive Care Measure alongside EQ-5D-5L and ICECAP-A (generic measures used in economic evaluation) among patients receiving hospice care, close persons and healthcare professionals. Participants were asked to 'think aloud' while completing ICECAP-Supportive Care Measure and two other generic measures used in economic evaluation, EQ-5D-5L and ICECAP-A, and then participate in a semi-structured interview. From verbatim transcripts, five raters identified the frequency of errors in comprehension, retrieval, judgement and response. Qualitative data were analysed using constant comparison. Eligible patients were identified from one UK hospice by a research nurse. Close persons and healthcare professionals were identified by the patient. In all, 72 semi-structured interviews were conducted with patients (n = 33), close persons (n = 22) and healthcare professionals (n = 17). Patients and close persons reported that the ICECAP-Supportive Care Measure was most appropriate for measuring their quality of life. It appeared more meaningful, easier to complete and had fewest errors (3.9% among patients, 4.5% among close persons) compared to EQ-5D-5L (9.7% among patients, 5.5% among close persons). Healthcare professionals acknowledged the value of the ICECAP-Supportive Care Measure but had fewer errors in completing the EQ-5D-5L (3.5% versus 6.7%). They found it easier to complete because it focuses on observable health states. The ICECAP-Supportive Care Measure is feasible to use and perceived as appropriate for evaluating palliative care interventions. Healthcare professionals with limited knowledge of the patient who act as proxy completers may find the measure difficult to complete. © The Author(s) 2016.

Thinking Aloud While Solving a Stock-Flow Task: Surfacing the Correlation Heuristic and Other Reasoning Patterns

NARCIS (Netherlands)

Korzilius, H.P.L.M.; Raaijmakers, S.F.J.M.; Rouwette, E.A.J.A.; Vennix, J.A.M.

2014-01-01

In the literature, it is assumed that individuals, while performing stock-flow tasks, often use a correlation heuristic, a form of pattern matching in which they think that the behavior of the stock resembles the (net) flow. To investigate this assumption and to increase our insight in the actual

The Effect of Diagrams on Online Reading Processes and Memory

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McCrudden, Matthew T.; Magliano, Joseph P.; Schraw, Gregory

2011-01-01

This work examined how adjunct displays influence college readers' moment-by-moment processing of text and the products of reading, using reading time (Experiments 1 & 2), and think-aloud methodologies (Experiment 3). Participants did or did not study a diagram before reading a text. Overall, the reading time data, think-aloud data, and recall…

The Scientific Method - Critical and Creative Thinking

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Cotton, John; Scarlise, Randall

2011-10-01

The ``scientific method'' is not just for scientists! Combined with critical thinking, the scientific method can enable students to distinguish credible sources of information from nonsense and become intelligent consumers of information. Professors John Cotton and Randall Scalise illustrate these principles using a series of examples and demonstrations that is enlightening, educational, and entertaining. This lecture/demonstration features highlights from their course (whose unofficial title is ``debunking pseudoscience'' ) which enables students to detect pseudoscience in its many guises: paranormal phenomena, free-energy devices, alternative medicine, and many others.

[Preserved ability to read aloud kanji idioms in left handed alexia].

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Suzuki, Taemi; Suzuki, Kyoko; Iizuka, Osamu; Endo, Keiko; Yamadori, Atushi; Mori, Eturou

2004-08-01

We report a 69-year-old left-handed man, who developed alexia after a right medial occipito-temporal lobe infarction. On admission to the rehabilitation department two months after the onset, neurological examination showed left hemianopia, left hemiparesis, decreased deep sensation on the left side, and alexia. A brain MRI demonstrated infarcts in the right medial occipito-temporal lobe and the splenium of the corpus callosum. Detailed neuropsychological examination was performed two months after the onset. The patient was alert and cooperative. His speech was fluent with some word-finding difficulty. Comprehension for spoken materials, repetition, and naming abilities were all preserved. Systematic examination for reading revealed that reading aloud was disturbed in both kanji and kana words. Reading comprehension was significantly better for kanji words than kana words. First, we examined the effects of number of characters in a word. The number of characters in a word didn't affect his reading performance. Second, his performance on reading aloud of usual kanji words was compared with that of kanji words representing idioms. A kanji idiom is different from usual kanji words, in which pronunciation of each character is selected from several options. Reading aloud kanji idioms was significantly better than usual kanji words. In addition, reaction time to complete reading a word was much shorter for kanji idioms than usual kanji. An analysis of qualitative features of errors revealed that most errors in kanji idiom reading were semantically similar to the correct answers, while many errors in usual kanji word reading were classified into "don't know" responses. These findings suggested that a kanji idiom was tightly connected to its pronunciation, which resulted in his much better performance for kanji idiom reading. Overlearning of a unique relationship between a kanji idiom and its pronunciation might modify neuronal organization for reading.

Death Discussion in Science Read-Alouds: Cognitive, Sociolinguistic, and Moral Processes

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Oliveira, Alandeom W.; Reis, Giuliano; Chaize, Daniel O.; Snyder, Michele A.

2014-01-01

Little research has been conducted on how to address the complex topic of death when teaching science to children. The present paper addresses this issue by examining how three elementary teachers discuss the death of wild animals during science read-aloud sessions. Our findings reveal the variety of ways in which nonhuman death can be…

Stories: A List of Stories to Tell and to Read Aloud.

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Greene, Ellin, Comp.

This booklet contains lists of folk and fairy tales, stories to be read aloud, and books of poetry for young children. It includes references to children's stories from many countries, stories of heroes and saints, and stories for special occasions. A section of source materials for the storyteller is also included along with subject and…

FINDING AND RECOMMENDATIONS ON READING ALOUD ERRORS TO BILINGUAL TURKISH STUDENT (ROMANIA SAMPLE - İKİ DİLLİ TÜRK ÇOCUKLARININ SESLİ OKUMA HATALARI ÜZERİNE TESPİT VE ÖNERİLER (ROMANYA ÖRNEĞİ

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Mehmet KARA

2015-08-01

Full Text Available The main aim of this study is to identify reading aloud errors of the bilingual Turkish children while teaching standard Turkish to them and to show the methods and techniques that can be used to correct these reading aloud errors. Due to the contribution of reading aloud to multiple language skills, detecting of errors made during reading aloud and their eliminations will contribute greatly to the development of reading, listening, speaking and writing skills. In this study, 16 different reading aloud errors were detected. These errors were 16 different reading aloud errors under two main headings as pronunciation and posture. They were repeating words, repeating syllables, eliding syllables, eliding sounds, elision, pronunciation, crosstalk, spelling mistakes, uttering failure, adding sounds, adding syllables, adding words, uncontrolled breathing, arrest, tracking with fingers, leaning while reading. In this study, the text “Olive Cube” with 812 words was designated as an application text on the basis of students’ proficiency levels. The students were made to read aloud the text and the data was collected by video recording while the students were reading. This study is an observational, descriptive model of qualitative research built upon video recording, video decoding and observation. The data was obtained according to proficiency levels, genders and marriage types. As a result of the study, totally 4689 errors were recorded in all of the proficiency classes. In all of the classes most errors were made in repeating words. It was shown that as the students’ levels increased, their error numbers decreased. When we measured all the reading aloud errors in all the proficiency classes according to students’ genders, it was emerged that the average errors that the female students made was lower than those of male students. Female students did all errors less than male students. When we evaluated the students’ reading aloud errors

Cultural Usability

DEFF Research Database (Denmark)

Shi, Qingxin

2007-01-01

Culture has already played an important role in the global market. It not only affects products, but also impacts on usability evaluation methods. This project aims to examine in the established thinking aloud usability evaluation method (TA UEM), how does the evaluator build a supportive...

The Fact of IgnoranceRevisiting the Socratic Method as a Tool for Teaching Critical Thinking

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Romanelli, Frank

2014-01-01

Critical thinking, while highly valued as an ability of health care providers, remains a skill that many educators find difficult to teach. This review provides an analysis examining why current methods of teaching critical thinking to health care students (primarily medical and pharmacy students) often fail and describes a premise and potential utility of the Socratic method as a tool to teach critical thinking in health care education. PMID:25258449

The fact of ignorance: revisiting the Socratic method as a tool for teaching critical thinking.

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Oyler, Douglas R; Romanelli, Frank

2014-09-15

Critical thinking, while highly valued as an ability of health care providers, remains a skill that many educators find difficult to teach. This review provides an analysis examining why current methods of teaching critical thinking to health care students (primarily medical and pharmacy students) often fail and describes a premise and potential utility of the Socratic method as a tool to teach critical thinking in health care education.

Engaging Children with Print: Building Early Literacy Skills through Quality Read-Alouds

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Justice, Laura M.; Sofka, Amy E.

2010-01-01

Preschool teachers and early childhood professionals know that storybook reading is important, but they may not know how to maximize its benefits for later reading achievement. This indispensable guide presents research-based techniques for using reading aloud to intentionally and systematically build children's knowledge of print. Simple yet…

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

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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.

Reading Aloud Expository Text to First- and Second-Graders: A Comparison of the Effects on Comprehension of During- and After-Reading Questioning

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Heisey, Natalie Denise

2009-01-01

The purpose of this study was to compare the effects of questioning "during" a read-aloud and questioning "after" a read-aloud, using science-related informational tradebooks with first-and second-graders. Three thematically-related tradebooks were used, each portraying a scientist involved in authentic investigation. Students in two first/second…

Basic processes in reading aloud and colour naming: towards a better understanding of the role of spatial attention.

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Robidoux, Serje; Rauwerda, Derek; Besner, Derek

2014-05-01

Whether or not lexical access from print requires spatial attention has been debated intensively for the last 30 years. Studies involving colour naming generally find evidence that "unattended" words are processed. In contrast, reading-based experiments do not find evidence of distractor processing. One theory ascribes the discrepancy to weaker attentional demands for colour identification. If colour naming does not capture all of a subject's attention, the remaining attentional resources can be deployed to process the distractor word. The present study combined exogenous spatial cueing with colour naming and reading aloud separately and found that colour naming is less sensitive to the validity of a spatial cue than is reading words aloud. Based on these results, we argue that colour naming studies do not effectively control attention so that no conclusions about unattended distractor processing can be drawn from them. Thus we reiterate the consistent conclusion drawn from reading aloud and lexical decision studies: There is no word identification without (spatial) attention.

The Innovation Blaze-Method of Development Professional Thinking Designers in the Modern Higher Education

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Alekseeva, Irina V.; Barsukova, Natalia I.; Pallotta, Valentina I.; Skovorodnikova, Nadia A.

2017-01-01

This article proved the urgency of the problem of development of professional thinking of students studying design in modern conditions of higher education. The authors substantiate for the need of an innovative Blaise-method development of professional design thinking of students in higher education. "Blaise-method" named by us in…

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

Science.gov (United States)

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

2010-05-01

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

A comparison of usability methods for testing interactive health technologies: methodological aspects and empirical evidence.

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Jaspers, Monique W M

2009-05-01

Usability evaluation is now widely recognized as critical to the success of interactive health care applications. However, the broad range of usability inspection and testing methods available may make it difficult to decide on a usability assessment plan. To guide novices in the human-computer interaction field, we provide an overview of the methodological and empirical research available on the three usability inspection and testing methods most often used. We describe two 'expert-based' and one 'user-based' usability method: (1) the heuristic evaluation, (2) the cognitive walkthrough, and (3) the think aloud. All three usability evaluation methods are applied in laboratory settings. Heuristic evaluation is a relatively efficient usability evaluation method with a high benefit-cost ratio, but requires high skills and usability experience of the evaluators to produce reliable results. The cognitive walkthrough is a more structured approach than the heuristic evaluation with a stronger focus on the learnability of a computer application. Major drawbacks of the cognitive walkthrough are the required level of detail of task and user background descriptions for an adequate application of the latest version of the technique. The think aloud is a very direct method to gain deep insight in the problems end users encounter in interaction with a system but data analyses is extensive and requires a high level of expertise both in the cognitive ergonomics and in computer system application domain. Each of the three usability evaluation methods has shown its usefulness, has its own advantages and disadvantages; no single method has revealed any significant results indicating that it is singularly effective in all circumstances. A combination of different techniques that compliment one another should preferably be used as their collective application will be more powerful than applied in isolation. Innovative mobile and automated solutions to support end-user testing have

Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students with Reading Disabilities? A Meta-Analysis

Science.gov (United States)

Wood, Sarah G.; Moxley, Jerad H.; Tighe, Elizabeth L.; Wagner, Richard K.

2018-01-01

Text-to-speech and related read-aloud tools are being widely implemented in an attempt to assist students' reading comprehension skills. Read-aloud software, including text-to-speech, is used to translate written text into spoken text, enabling one to listen to written text while reading along. It is not clear how effective text-to-speech is at…

Optimal design method to minimize users' thinking mapping load in human-machine interactions.

Science.gov (United States)

Huang, Yanqun; Li, Xu; Zhang, Jie

2015-01-01

The discrepancy between human cognition and machine requirements/behaviors usually results in serious mental thinking mapping loads or even disasters in product operating. It is important to help people avoid human-machine interaction confusions and difficulties in today's mental work mastered society. Improving the usability of a product and minimizing user's thinking mapping and interpreting load in human-machine interactions. An optimal human-machine interface design method is introduced, which is based on the purpose of minimizing the mental load in thinking mapping process between users' intentions and affordance of product interface states. By analyzing the users' thinking mapping problem, an operating action model is constructed. According to human natural instincts and acquired knowledge, an expected ideal design with minimized thinking loads is uniquely determined at first. Then, creative alternatives, in terms of the way human obtains operational information, are provided as digital interface states datasets. In the last, using the cluster analysis method, an optimum solution is picked out from alternatives, by calculating the distances between two datasets. Considering multiple factors to minimize users' thinking mapping loads, a solution nearest to the ideal value is found in the human-car interaction design case. The clustering results show its effectiveness in finding an optimum solution to the mental load minimizing problems in human-machine interaction design.

Towards efficient measurement of metacognition in mathematical problem solving

NARCIS (Netherlands)

Jacobse, Annemieke E.; Harskamp, Egbert G.

Metacognitive monitoring and regulation play an essential role in mathematical problem solving. Therefore, it is important for researchers and practitioners to assess students' metacognition. One proven valid, but time consuming, method to assess metacognition is by using think-aloud protocols.

Function, Type, and Distribution of Teacher Questions in Dual-Language Preschool Read Alouds

Science.gov (United States)

Gort, Mileidis; Pontier, Ryan W.; Sembiante, Sabrina F.

2012-01-01

This exploratory study investigated the nature and distribution of dual-language preschool teachers' questions across parallel Spanish- and English-medium read-aloud activities. The notions of comprehensible input (Krashen, 1985) and language output (Swain, 1985), along with a reciprocal interaction model of teaching (Cummins, 2000), guided our…

Paper Prototyping: The Surplus Merit of a Multi-Method Approach

Directory of Open Access Journals (Sweden)

Stephanie Bettina Linek

2015-07-01

Full Text Available This article describes a multi-method approach for usability testing. The approach combines paper prototyping and think-aloud with two supplemental methods: advanced scribbling and a handicraft task. The method of advanced scribbling instructs the participants to use different colors for marking important, unnecessary and confusing elements in a paper prototype. In the handicraft task the participants have to tinker a paper prototype of their wish version. Both methods deliver additional information on the needs and expectations of the potential users and provide helpful indicators for clarifying complex or contradictory findings. The multi-method approach and its surplus benefit are illustrated by a pilot study on the redesign of the homepage of a library 2.0. The findings provide positive evidence for the applicability of the advanced scribbling and the handicraft task as well as for the surplus merit of the multi-method approach. The article closes with a discussion and outlook. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs150379

An Iterative, Mixed Usability Approach Applied to the Telekit System from the Danish TeleCare North Trial

Science.gov (United States)

Schaarup, Clara; Hejlesen, Ole Kristian

2016-01-01

Objective. The aim of the present study is to evaluate the usability of the telehealth system, coined Telekit, by using an iterative, mixed usability approach. Materials and Methods. Ten double experts participated in two heuristic evaluations (HE1, HE2), and 11 COPD patients attended two think-aloud tests. The double experts identified usability violations and classified them into Jakob Nielsen's heuristics. These violations were then translated into measurable values on a scale of 0 to 4 indicating degree of severity. In the think-aloud tests, COPD participants were invited to verbalise their thoughts. Results. The double experts identified 86 usability violations in HE1 and 101 usability violations in HE2. The majority of the violations were rated in the 0–2 range. The findings from the think-aloud tests resulted in 12 themes and associated examples regarding the usability of the Telekit system. The use of the iterative, mixed usability approach produced both quantitative and qualitative results. Conclusion. The iterative, mixed usability approach yields a strong result owing to the high number of problems identified in the tests because the double experts and the COPD participants focus on different aspects of Telekit's usability. This trial is registered with Clinicaltrials.gov, NCT01984840, November 14, 2013. PMID:27974888

The Effectiveness of the Socratic Method in Developing Critical Thinking Skills in English Language Learners

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Jensen, Roger D., Jr.

2015-01-01

Critical thinking skills are an important topic of the United States' education system. This study examines the literature on critical thinking skills and defines them. The study also explores one specific teaching and assessment strategy known as the Socratic Method. The five-week research study used the Socratic Method for developing critical…

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

Directory of Open Access Journals (Sweden)

Masoumeh Delaram

2017-06-01

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

Affordances in Mobile Augmented Reality Applications

OpenAIRE

Gjøsæter, Tor

2014-01-01

This paper explores the affordances of augmented reality content in a mobile augmented reality application. A user study was conducted by performing a multi-camera video recording of seven think aloud sessions. The think aloud sessions consisted of individual users performing tasks, exploring and experiencing a mobile augmented reality (MAR) application we developed for the iOS platform named ARad. We discuss the instrumental affordances we observed when users interacted with augmented realit...

Toward a More Robust and Efficient Usability Testing Method of Clinical Decision Support for Nurses Derived From Nursing Electronic Health Record Data.

Science.gov (United States)

Lopez, Karen Dunn; Febretti, Alessandro; Stifter, Janet; Johnson, Andrew; Wilkie, Diana J; Keenan, Gail

2017-10-01

To develop methods for rapid and simultaneous design, testing, and management of multiple clinical decision support (CDS) features to aid nurse decision-making. We used quota sampling, think-aloud and cognitive interviews, and deductive and inductive coding of synchronized audio video data and archival libraries. Our methods and organizational tools allowed us to rapidly improve the usability, understandability, and usefulness of CDS in a generalizable sample of practicing nurses. The method outlined allows the rapid integration of nursing terminology based electronic health record data into routine workflow and holds strong potential for improving patient outcomes. The methods and organizational tools for development of multiple CDS system features can be used to translate knowledge into practice. © 2016 NANDA International, Inc.

Reading Aloud, Play, and Social-Emotional Development.

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Mendelsohn, Alan L; Cates, Carolyn Brockmeyer; Weisleder, Adriana; Berkule Johnson, Samantha; Seery, Anne M; Canfield, Caitlin F; Huberman, Harris S; Dreyer, Benard P

2018-04-09

To determine impacts on social-emotional development at school entry of a pediatric primary care intervention (Video Interaction Project [VIP]) promoting positive parenting through reading aloud and play, delivered in 2 phases: infant through toddler (VIP birth to 3 years [VIP 0-3]) and preschool-age (VIP 3 to 5 years [VIP 3-5]). Factorial randomized controlled trial with postpartum enrollment and random assignment to VIP 0-3, control 0 to 3 years, and a third group without school entry follow-up (Building Blocks) and 3-year second random assignment of VIP 0-3 and control 0 to 3 years to VIP 3-5 or control 3 to 5 years. In the VIP, a bilingual facilitator video recorded the parent and child reading and/or playing using provided learning materials and reviewed videos to reinforce positive interactions. Social-emotional development at 4.5 years was assessed by parent-report Behavior Assessment System for Children, Second Edition (Social Skills, Attention Problems, Hyperactivity, Aggression, Externalizing Problems). VIP 0-3 and VIP 3-5 were independently associated with improved 4.5-year Behavior Assessment System for Children, Second Edition T-scores, with effect sizes (Cohen's d) ∼-0.25 to -0.30. Receipt of combined VIP 0-3 and VIP 3-5 was associated with d = -0.63 reduction in Hyperactivity ( P = .001). VIP 0-3 resulted in reduced "Clinically Significant" Hyperactivity (relative risk reduction for overall sample: 69.2%; P = .03; relative risk reduction for increased psychosocial risk: 100%; P = .006). Multilevel models revealed significant VIP 0-3 linear effects and age × VIP 3-5 interactions. Phase VIP 0-3 resulted in sustained impacts on behavior problems 1.5 years after program completion. VIP 3-5 had additional, independent impacts. With our findings, we support the use of pediatric primary care to promote reading aloud and play from birth to 5 years, and the potential for such programs to enhance social-emotional development. Copyright © 2018 by the

Regional cerebral blood flow study of aphasic patients while reading aloud using N-isopropil-p-[123I]-iodoamphetamine SPECT

International Nuclear Information System (INIS)

Kishikawa, Yusuke

1995-01-01

N-isopropil-p-[ 123 I]-indoamphetamine SPECT (IMP-SPECT) image study was performed on seventeen aphasic patients (seven motor aphasics, seven sensory aphasics and three conduction aphasics) and eight normal controls to compare regional cerebral blood flow (rCBF) change between at rest and while reading aloud. Comparative analysis focused on the brain areas of Broca and Wernicke and their anatomically equivalent areas in the right hemisphere. The Wernicke area showed a higher rCBF change while reading aloud even in the sensory aphasic group, while the Broca area showed a lower rCBF change in the motor aphasic group compared to the normal control group. The anatomical equivalent of the Broca area in the right hemisphere appeared to play some role while reading aloud in the motor and conduction aphasic groups. As for the Wernicke area, the anatomically equivalent area in the right hemisphere showed no significant change in any aphasic group. Differences between the results obtained in these two areas suggested different functional specificities in the network of language function in the brain. (author)

Interactive Digital Textbooks and Engagement: A Learning Strategies Framework

Science.gov (United States)

Bikowski, Dawn; Casal, J. Elliott

2018-01-01

This mixed-methods study explored non-native English speaking students' learning processes and engagement as they used a customized interactive digital textbook housed on a mobile device. Think aloud protocols, surveys of anticipated and actual engagement with the digital textbook, reflective journals, and member checking constituted data…

Levels of line graph question interpretation with intermediate elementary students of varying scientific and mathematical knowledge and ability: A think aloud study

Science.gov (United States)

Keller, Stacy Kathryn

This study examined how intermediate elementary students' mathematics and science background knowledge affected their interpretation of line graphs and how their interpretations were affected by graph question levels. A purposive sample of 14 6th-grade students engaged in think aloud interviews (Ericsson & Simon, 1993) while completing an excerpted Test of Graphing in Science (TOGS) (McKenzie & Padilla, 1986). Hand gestures were video recorded. Student performance on the TOGS was assessed using an assessment rubric created from previously cited factors affecting students' graphing ability. Factors were categorized using Bertin's (1983) three graph question levels. The assessment rubric was validated by Padilla and a veteran mathematics and science teacher. Observational notes were also collected. Data were analyzed using Roth and Bowen's semiotic process of reading graphs (2001). Key findings from this analysis included differences in the use of heuristics, self-generated questions, science knowledge, and self-motivation. Students with higher prior achievement used a greater number and variety of heuristics and more often chose appropriate heuristics. They also monitored their understanding of the question and the adequacy of their strategy and answer by asking themselves questions. Most used their science knowledge spontaneously to check their understanding of the question and the adequacy of their answers. Students with lower and moderate prior achievement favored one heuristic even when it was not useful for answering the question and rarely asked their own questions. In some cases, if students with lower prior achievement had thought about their answers in the context of their science knowledge, they would have been able to recognize their errors. One student with lower prior achievement motivated herself when she thought the questions were too difficult. In addition, students answered the TOGS in one of three ways: as if they were mathematics word problems

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.

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

Science.gov (United States)

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

2013-01-01

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

Using Embedded Visual Coding to Support Contextualization of Historical Texts

Science.gov (United States)

Baron, Christine

2016-01-01

This mixed-method study examines the think-aloud protocols of 48 randomly assigned undergraduate students to understand what effect embedding a visual coding system, based on reliable visual cues for establishing historical time period, would have on novice history students' ability to contextualize historic documents. Results indicate that using…

Ethical Concerns in Usability Testing Involving Older Adults

DEFF Research Database (Denmark)

Møller, Margrethe Hansen

Based on experience from the research project “User Manuals for Older Adults”, this paper discusses whether there are special ethical concerns with older adults as test persons in a usability test involving the think-aloud method. In this context, older adults are defined as individuals with normal...

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…

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

Science.gov (United States)

Ogden, Thomas H

2010-04-01

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

Think Aloud! Increase Your Teaching Power

Science.gov (United States)

Dorl, Jennifer

2007-01-01

Preschool and kindergarten are transition years in the U.S. educational system, and teaching four-, five- and six-year-olds means living on the margins of one educational community or another. But many preschool and kindergarten teachers like it that way. These teachers get to take ideas from the primary grades and combine them with the…

A meta-analysis of the effects of non-traditional teaching methods on the critical thinking abilities of nursing students.

Science.gov (United States)

Lee, JuHee; Lee, Yoonju; Gong, SaeLom; Bae, Juyeon; Choi, Moonki

2016-09-15

Scientific framework is important in designing curricula and evaluating students in the field of education and clinical practice. The purpose of this study was to examine the effectiveness of non-traditional educational methods on critical thinking skills. A systematic review approach was applied. Studies published in peer-reviewed journals from January 2001 to December 2014 were searched using electronic databases and major education journals. A meta-analysis was performed using Review Manager 5.2. Reviewing the included studies, the California Critical Thinking Dispositions Inventory (CCTDI) and California Critical Thinking Skills Test (CCTST) were used to assess the effectiveness of critical thinking in the meta-analysis. The eight CCTDI datasets showed that non- traditional teaching methods (i.e., no lectures) were more effective compared to control groups (standardized mean difference [SMD]: 0.42, 95 % confidence interval [CI]: 0.26-0.57, p teaching and learning methods in these studies were also had significantly more effects when compared to the control groups (SMD: 0.29, 95 % CI: 0.10-0.48, p = 0.003). This research showed that new teaching and learning methods designed to improve critical thinking were generally effective at enhancing critical thinking dispositions.

Not on the Same Page: Undergraduates' Information Retrieval in Electronic and Print Books

Science.gov (United States)

Berg, Selinda Adelle; Hoffmann, Kristin; Dawson, Diane

2010-01-01

Academic libraries are increasingly collecting e-books, but little research has investigated how students use e-books compared to print texts. This study used a prompted think-aloud method to gain an understanding of the information retrieval behavior of students in both formats. Qualitative analysis identified themes that will inform instruction…

Trace Analysis and Spatial Reasoning: An Example of Intensive Cognitive Diagnosis and Its Implications for Testing. September 1987. Technical Report.

Science.gov (United States)

Ohlsson, Stellan

Recent theoretical developments in cognitive psychology imply both a need and a possibility for methodological development. In particular, the theory of problem solving proposed by Allen Newell and Herbert A. Simon (1972) provides the rationale for a new empirical method for the processing of think-aloud protocols--trace analysis. A detailed…

Introducing the Process into Tertiary Level ESP Writing Classes.

Science.gov (United States)

Rea, Simon; Brewster, Eric

1993-01-01

Insights from first- and second-language learning research have been used to help prepare a process-based writing course for large nonnative speaker classes at a commercial and technical university in Austria. Methods used during the 21-hour course are described, including think-aloud writing tapes. (Contains 32 references.) (Author/LB)

Simple Heuristic Approach to Introduction of the Black-Scholes Model

Science.gov (United States)

Yalamova, Rossitsa

2010-01-01

A heuristic approach to explaining of the Black-Scholes option pricing model in undergraduate classes is described. The approach draws upon the method of protocol analysis to encourage students to "think aloud" so that their mental models can be surfaced. It also relies upon extensive visualizations to communicate relationships that are…

Interactivity, Information Processing, and Learning on the World Wide Web.

Science.gov (United States)

Tremayne, Mark; Dunwoody, Sharon

2001-01-01

Examines the role of interactivity in the presentation of science news on the World Wide Web. Proposes and tests a model of interactive information processing that suggests that characteristics of users and Web sites influence interactivity, which influences knowledge acquisition. Describes use of a think-aloud method to study participants' mental…

A poster presentation as an evaluation method to facilitate reflective thinking skills in nursing education.

Science.gov (United States)

Chabeli, M M

2002-08-01

This article seeks to establish whether the poster presentation of a specific theme can facilitate the student's thinking skills in nursing education. A qualitative, exploratory, descriptive and contextual research design where twenty students volunteered to take part in the study by signing an informed consent was followed. Descriptive naïve sketches were used for data collection followed by individual interviews to validate the findings. Data was analysed by means of the descriptive method of open coding of Tesch (in Creswell, 1994:155). DENOSA's ethical standards for research (1998:7) were considered. The findings indicated both positive and negative perceptions. The positive perceptions were: a poster presentation as an evaluation method facilitates creative, critical and reflective thinking skills; group work facilitates student participation; it facilitates problem solving skills; it increases the student's independence and a sense of ownership; and the evaluation is fair. The negative perceptions were that there was a lack of clarity on the student's expectations and that group activity is difficult. Trustworthiness was maintained in accordance with Lincoln and Guba's principles (1985:290-327). It is concluded that a poster presentation, used effectively as an evaluation method, can facilitate the learner's critical and reflective thinking skills. It is recommended that other learner-centred methods of assessment and evaluation be researched for their effective use in facilitating the higher order thinking skills of learners.

The CREATE Method Does Not Result in Greater Gains in Critical Thinking than a More Traditional Method of Analyzing the Primary Literature †

Science.gov (United States)

Segura-Totten, Miriam; Dalman, Nancy E.

2013-01-01

Analysis of the primary literature in the undergraduate curriculum is associated with gains in student learning. In particular, the CREATE (Consider, Read, Elucidate hypotheses, Analyze and interpret the data, and Think of the next Experiment) method is associated with an increase in student critical thinking skills. We adapted the CREATE method within a required cell biology class and compared the learning gains of students using CREATE to those of students involved in less structured literature discussions. We found that while both sets of students had gains in critical thinking, students who used the CREATE method did not show significant improvement over students engaged in a more traditional method for dissecting the literature. Students also reported similar learning gains for both literature discussion methods. Our study suggests that, at least in our educational context, the CREATE method does not lead to higher learning gains than a less structured way of reading primary literature. PMID:24358379

Characterizing preservice Teacherʼs responses to literacy: Read alouds a way to experience the joy for reading

Directory of Open Access Journals (Sweden)

Judith Castellanos

2011-04-01

Full Text Available This article reports on a small-scale project which central purpose was to incorporate read-alouds in a pre-intermediate English as a foreign language class of preservice teachers during three weeks. Students responded orally and in a written way on their journals to these readings showing understanding of the texts, relating their personal experiences and / or making connections to them. The project involved students of the undergraduate program in English teaching at Universidad Distrital Francisco José de Caldas, Bogotá. In all, 19 students were involved in the project. Data collection sources for this project include studentsʼ journals, after the fact notes on studentsʼ oral interactions and a group interview. Among the findings observed in this inquiry project include the intertextual connections (Short, 1993 students make across the texts read in class with their personal experiences. Most studentsʼ oral responses were characterized by code-switching; in general most students code switched depending on the difficulty of the answer. Students benefited from the reading-alouds in terms of opportunities to interact among themselves, practice their oral and written skills, and enjoy the pleasures of reading, thus building ground to a positive experience that may be emulated in their future teaching exercise. Finally, I discuss some implications of read-alouds with preservice teachers and teacher education programs in Colombia.

Self-Regulated Learning Using Multimedia Programs in Dentistry Postgraduate Students: A Multimethod Approach

Science.gov (United States)

Lloret, Miguel; Aguila, Estela; Lloret, Alejandro

2009-01-01

The purpose of this study was to study the effect of a multimedia computing program on the production of activities and self-regulated learning processes in 18 students of the Dentistry postdegree (Celaya, Mexico). A multi-method design (quasi-experimental, pretest-post-test and qualitative: Think aloud protocol) was used. Self-regulated…

The Use of High Order Thinking Skill in Story Telling Method in Order to Improve Children' Critical Thinking

OpenAIRE

Aisyah, Siti; Setiawan, Denny

2009-01-01

Children need to be equipped with the ability to navigate the world and to think independently, not just recite facts. One of the thinking ability dimensions is creating thinking associated with the ability to explore ideas, conclude possibilities, and find correct answers more than one answer. In this era of globalization and advances in technology, where changes rapidly occur in community, creative thinking ability is a need for every human being who want to succeed in a variety of competit...

Neural correlates reveal sub-lexical orthography and phonology during reading aloud: A review

Directory of Open Access Journals (Sweden)

Kalinka eTimmer

2014-08-01

Full Text Available The sub-lexical conversion of graphemes-to-phonemes (GPC during reading has been investigated extensively with behavioral measures, as well as event-related potentials (ERPs. Most research utilizes silent reading (e.g., lexical decision task for which phonological activation is not a necessity. However, recent research employed reading aloud to capture sub-lexical GPC. The masked priming paradigm avoids strategic processing and is therefore well suitable for capturing sub-lexical processing instead of lexical effects. By employing ERPs, the on-line time course of sub-lexical GPC can be observed before the overt response. ERPs have revealed that besides phonological activation, as revealed by behavioral studies, there is also early orthographic activation. This review describes studies in one’s native language, in one’s second language, and in a cross-language situation. We discuss the implications the ERP results have on different (computational models. First, the ERP results show that computational models should assume an early locus of the grapheme-to-phoneme-conversion (GPC. Second, cross-language studies reveal that the phonological representations from both languages of a bilingual become activated automatically and the phonology belonging to the context is selected rapidly. Therefore, it is important to extend the scope of computational models of reading (aloud to multiple lexicons.

Usability testing of Avoiding Diabetes Thru Action Plan Targeting (ADAPT) decision support for integrating care-based counseling of pre-diabetes in an electronic health record.

Science.gov (United States)

Chrimes, Dillon; Kitos, Nicole R; Kushniruk, Andre; Mann, Devin M

2014-09-01

Usability testing can be used to evaluate human-computer interaction (HCI) and communication in shared decision making (SDM) for patient-provider behavioral change and behavioral contracting. Traditional evaluations of usability using scripted or mock patient scenarios with think-aloud protocol analysis provide a way to identify HCI issues. In this paper we describe the application of these methods in the evaluation of the Avoiding Diabetes Thru Action Plan Targeting (ADAPT) tool, and test the usability of the tool to support the ADAPT framework for integrated care counseling of pre-diabetes. The think-aloud protocol analysis typically does not provide an assessment of how patient-provider interactions are effected in "live" clinical workflow or whether a tool is successful. Therefore, "Near-live" clinical simulations involving applied simulation methods were used to compliment the think-aloud results. This complementary usability technique was used to test the end-user HCI and tool performance by more closely mimicking the clinical workflow and capturing interaction sequences along with assessing the functionality of computer module prototypes on clinician workflow. We expected this method to further complement and provide different usability findings as compared to think-aloud analysis. Together, this mixed method evaluation provided comprehensive and realistic feedback for iterative refinement of the ADAPT system prior to implementation. The study employed two phases of testing of a new interactive ADAPT tool that embedded an evidence-based shared goal setting component into primary care workflow for dealing with pre-diabetes counseling within a commercial physician office electronic health record (EHR). Phase I applied usability testing that involved "think-aloud" protocol analysis of eight primary care providers interacting with several scripted clinical scenarios. Phase II used "near-live" clinical simulations of five providers interacting with standardized

Using Drawing Technology to Assess Students' Visualizations of Chemical Reaction Processes

Science.gov (United States)

Chang, Hsin-Yi; Quintana, Chris; Krajcik, Joseph

2014-01-01

In this study, we investigated how students used a drawing tool to visualize their ideas of chemical reaction processes. We interviewed 30 students using thinking-aloud and retrospective methods and provided them with a drawing tool. We identified four types of connections the students made as they used the tool: drawing on existing knowledge,…

Dialogic Strategies in Read-Alouds of English-Language Information Books in a Second-Grade Bilingual Classroom

Science.gov (United States)

Pappas, Christine C.; Varelas, Maria; Patton, Sofia Kokkino; Ye, Li; Ortiz, Ibett

2012-01-01

This article shows how various dialogic discourse strategies were used in read-alouds of English science information books in a 2nd-grade bilingual classroom. Using a variety of discursive strategies, Ibett encouraged her Spanish-speaking students to provide explanations and reasoning related to science ideas. Similarly, she used intertextual…

An Evaluation of an Explicit Read Aloud Intervention Taught in Whole-Classroom Formats In First Grade

Science.gov (United States)

Baker, Scott K.; Santoro, Lana Edwards; Chard, David J.; Fien, Hank; Park, Yonghan; Otterstedt, Janet

2013-01-01

This study describes an evaluation of a read aloud intervention to improve comprehension and vocabulary of first-grade students. Twelve teachers were randomly assigned to an intervention or comparison condition. The study lasted 19 weeks, and the intervention focused on the systematic use of narrative and expository texts and dialogic interactions…

Evaluating critical thinking in clinical practice.

Science.gov (United States)

Oermann, M H

1997-01-01

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

Hope for the Hopeless Writer.

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Sellers, Jim

1990-01-01

Writing an effective letter or memorandum should not be difficult. Suggestions on how to write more effectively are presented including: think about the audience, make an outline, use conversational language, think typographically, and read it aloud. (MLW)

E-learning for Critical Thinking: Using Nominal Focus Group Method to Inform Software Content and Design

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Parker, Steve; Mayner, Lidia; Michael Gillham, David

2015-01-01

Background: Undergraduate nursing students are often confused by multiple understandings of critical thinking. In response to this situation, the Critiique for critical thinking (CCT) project was implemented to provide consistent structured guidance about critical thinking. Objectives: This paper introduces Critiique software, describes initial validation of the content of this critical thinking tool and explores wider applications of the Critiique software. Materials and Methods: Critiique is flexible, authorable software that guides students step-by-step through critical appraisal of research papers. The spelling of Critiique was deliberate, so as to acquire a unique web domain name and associated logo. The CCT project involved implementation of a modified nominal focus group process with academic staff working together to establish common understandings of critical thinking. Previous work established a consensus about critical thinking in nursing and provided a starting point for the focus groups. The study was conducted at an Australian university campus with the focus group guided by open ended questions. Results: Focus group data established categories of content that academic staff identified as important for teaching critical thinking. This emerging focus group data was then used to inform modification of Critiique software so that students had access to consistent and structured guidance in relation to critical thinking and critical appraisal. Conclusions: The project succeeded in using focus group data from academics to inform software development while at the same time retaining the benefits of broader philosophical dimensions of critical thinking. PMID:26835469

A Read-Aloud Storybook Selection System for Prereaders at the Preschool Language Level: A Pilot Study

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Schwarz, Amy Louise; van Kleeck, Anne; Beaton, Derek; Horne, Erin; MacKenzie, Heather; Abdi, Hervé

2015-01-01

Purpose: Many well-accepted systems for determining difficulty level exist for books children read independently, but few are available for determining the wide range of difficulty levels of storybooks read aloud to preschoolers. Also, the available tools list book characteristics only on the basis of parents' or authors' opinions. We created an…

Introducing Science Concepts to Primary Students through Read-Alouds: Interactions and Multiple Texts Make the Difference

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Heisey, Natalie; Kucan, Linda

2010-01-01

First- and second-grade students in two intact multiage classrooms were engaged in three read-aloud sessions with thematically related trade books, each portraying a scientist involved in authentic investigation. One group engaged in discussion of text ideas during reading, whereas the other group engaged in discussion only at the conclusion of…

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…

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.

Comparing the Effects of Simulation-Based and Traditional Teaching Methods on the Critical Thinking Abilities and Self-Confidence of Nursing Students.

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AlAmrani, Mashael-Hasan; AlAmmar, Kamila-Ahmad; AlQahtani, Sarah-Saad; Salem, Olfat A

2017-10-10

Critical thinking and self-confidence are imperative to success in clinical practice. Educators should use teaching strategies that will help students enhance their critical thinking and self-confidence in complex content such as electrocardiogram interpretation. Therefore, teaching electrocardiogram interpretation to students is important for nurse educators. This study compares the effect of simulation-based and traditional teaching methods on the critical thinking and self-confidence of students during electrocardiogram interpretation sessions. Thirty undergraduate nursing students volunteered to participate in this study. The participants were divided into intervention and control groups, which were taught respectively using the simulation-based and traditional teaching programs. All of the participants were asked to complete the study instrumentpretest and posttest to measure their critical thinking and self-confidence. Improvement was observed in the control and experimental groups with respect to critical thinking and self-confidence, as evidenced by the results of the paired samples t test and the Wilcoxon signed-rank test (p .05). This study evaluated an innovative simulation-based teaching method for nurses. No significant differences in outcomes were identified between the simulator-based and traditional teaching methods, indicating that well-implemented educational programs that use either teaching method effectively promote critical thinking and self-confidence in nursing students. Nurse educators are encouraged to design educational plans with clear objectives to improve the critical thinking and self-confidence of their students. Future research should compare the effects of several teaching sessions using each method in a larger sample.

The segment as the minimal planning unit in speech production and reading aloud: evidence and implications.

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Kawamoto, Alan H; Liu, Qiang; Kello, Christopher T

2015-01-01

Speech production and reading aloud studies have much in common, especially the last stages involved in producing a response. We focus on the minimal planning unit (MPU) in articulation. Although most researchers now assume that the MPU is the syllable, we argue that it is at least as small as the segment based on negative response latencies (i.e., response initiation before presentation of the complete target) and longer initial segment durations in a reading aloud task where the initial segment is primed. We also discuss why such evidence was not found in earlier studies. Next, we rebut arguments that the segment cannot be the MPU by appealing to flexible planning scope whereby planning units of different sizes can be used due to individual differences, as well as stimulus and experimental design differences. We also discuss why negative response latencies do not arise in some situations and why anticipatory coarticulation does not preclude the segment MPU. Finally, we argue that the segment MPU is also important because it provides an alternative explanation of results implicated in the serial vs. parallel processing debate.

Questioning and metacognitive thinking: On-line and off-line assessments in understanding the role of prompting/questioning and metacognitive thinking in a digital learning environment

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Schroeder, Mubina Khan

In science education, the use of digital technology-based learning can help students struggling with difficult concepts such as the movement of molecules. While digital learning tools hold much promise for science education, the question arises as to whether or not such technology can serve as an adequate surrogate for the teacher-student interactions that theorists like Lev Vygotsky (1978) underscored as being critical to learning. In response to such concerns, designers of digital curricula often utilize scaffolds to help students as they learn from such programs. Using a simulation designed to teach students about the concept of diffusion as an example, I examine the effect of including prompting language in the learning sequence of the simulation. The use of prompting language in digital curriculum appears to be successful because it elicits science students to reflect and metacognise about their learning, lending support to Vygotsky's (1978) ideas of teaching and learning involving outer and inner dialog. However, findings from think aloud data continue to underscore the importance of human linguistic exchange as a preferable learning paradigm.

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

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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…

Comparison between “Problem-Based Learning” and “Question & Answer” Educational Methods on Environmental Health Students’ Attitude to Critical Thinking

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Salehi L

2015-04-01

Full Text Available  Aims: Critical thinking has the 2 aspects skill and attitude. The skill aspect will not take place without the attitude to critical thinking. The aim of this study was to compare between problem-based and question-answer learning methods on critical thinking attitude of environmental health students.  Instrument & Methods: In this quasi-experimental study all 27 environmental health students of Alborz University of Medical Sciences were entered the study by census method. Critical thinking attitudes’ parameters were studied by the California critical thinking disposition inventory (CCTDI before and after the intervention. The problem-based learning group (14 persons held some scenarios for studying and investigating and question-answer group (13 persons held 4 questioning sessions. Data were collected and analyzed by SPSS 17 using independent- and paired-T tests.  Findings: There were no significant differences between the average of CCTDI scores for problem-based learning group before (278.00±28.14 and after (309.29±13.80 the intervention and also between the average of CCTDI scores for question-answer group before (276.00±7.12 and after (306.62±16.32 the intervention (p>0.05. Both methods caused a significant increase in analytic power, information categorization and self-confidence of students (p<0.05.  Conclusion: Using both question-answer and problem-based educational methods can improve the attitude to critical thinking in students.

Developing Scientific Thinking Methods and Applications in Islamic Education

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Al-Sharaf, Adel

2013-01-01

This article traces the early and medieval Islamic scholarship to the development of critical and scientific thinking and how they contributed to the development of an Islamic theory of epistemology and scientific thinking education. The article elucidates how the Qur'an and the Sunna of Prophet Muhammad have also contributed to the…

Teaching to Think: Applying the Socratic Method outside the Law School Setting

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Peterson, Evan

2009-01-01

An active learning process has the potential to provide educational benefits above-and-beyond what they might receive from more traditional, passive approaches. The Socratic Method is a unique approach to passive learning that facilitates critical thinking, open-mindedness, and teamwork. By imposing a series of guided questions to students, an…

Critical thinking instruction and technology enhanced learning from the student perspective: A mixed methods research study.

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Swart, Ruth

2017-03-01

Critical thinking is acclaimed as a valuable asset for graduates from higher education programs. Technology has advanced in quantity and quality; recognized as a requirement of 21st century learners. A mixed methods research study was undertaken, examining undergraduate nursing student engagement with critical thinking instruction, platformed on two technology-enhanced learning environments: a classroom response system face-to-face in-class and an online discussion forum out-of-class. The Community of Inquiry framed the study capturing constructivist collaborative inquiry to support learning, and facilitate critical thinking capability. Inclusion of quantitative and qualitative data sources aimed to gather a comprehensive understanding of students' development of critical thinking and engagement with technology-enhanced learning. The findings from the students' perspectives were positive toward the inclusion of technology-enhanced learning, and use in supporting their development of critical thinking. Students considered the use of two forms of technology beneficial in meeting different needs and preferences, offering varied means to actively participate in learning. They valued critical thinking instruction being intentionally aligned with subject-specific content facilitating understanding, application, and relevance of course material. While the findings are limited to student participants, the instructional strategies and technology-enhanced learning identified as beneficial can inform course design for the development of critical thinking. Copyright © 2017 Elsevier Ltd. All rights reserved.

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

How word-beginnings constrain the pronunciations of word-ends in the reading aloud of English: the phenomena of head- and onset-conditioning

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Anastasia Ulicheva

2015-12-01

Full Text Available Background. A word whose body is pronounced in different ways in different words is body-inconsistent. When we take the unit that precedes the vowel into account for the calculation of body-consistency, the proportion of English words that are body-inconsistent is considerably reduced at the level of corpus analysis, prompting the question of whether humans actually use such head/onset-conditioning when they read.Methods. Four metrics for head/onset-constrained body-consistency were calculated: by the last grapheme of the head, by the last phoneme of the onset, by place and manner of articulation of the last phoneme of the onset, and by manner of articulation of the last phoneme of the onset. Since these were highly correlated, principal component analysis was performed on them.Results. Two out of four resulting principal components explained significant variance in the reading-aloud reaction times, beyond regularity and body-consistency.Discussion. Humans read head/onset-conditioned words faster than would be predicted based on their body-consistency and regularity only. We conclude that humans are sensitive to the dependency between word-beginnings and word-ends when they read aloud, and that this dependency is phonological in nature, rather than orthographic.

Reading Aloud Activities as a Way to Determine Students’ Narrative Template

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Álvarez Valencia José Aldemar

2004-08-01

Full Text Available This article focuses on the description of a methodological innovation implemented in a beginner’s English class at university level in Bogotá, Colombia which had two aims: First, to explore the role of reading aloud activities in the teaching of English, and second, to describe the narrative template students use when retelling a story in writing. Data collection sources for this smallscale project incorporated class observation during the reading aloud activity, students’ written samples as the means for them to retell the story, and interviews that were held at the end of the research process. This experience allowed both the teacher and the learners to approach English and see themselves playing a different role in the classroom. Moreover, it helped students foster their communicative competence as well as their motivation toward English language learning. Thus, this study promotes pedagogical debate about literacy processes in English in adults and the applicability of this kind of innovation in an EFL context. Key words: Literacy, Reading Aloud, Storytelling, Narrative Template, English Innovation, Foreign Language-Innovation El objetivo de este artículo es describir una innovación que se implementó en un curso de inglés básico a nivel universitario en Bogotá, Colombia y el cual tuvo dos objetivos: primero, explorar el rol de de las actividades de lectura en voz alta para el aprendizaje del Inglés y segundo describir el modelo narrativo que usan los estudiantes cuando narran una historia. Los métodos de recolección de datos para este proyecto a menor escala incorporaron observación de clases durante las actividades de lectura en voz alta, producción escrita de los estudiantes como un medio para que ellos narraran las historias y entrevistas al final del proceso de investigación. Esta experiencia permitió al profesor y a los estudiantes acercase al inglés de una manera diferente y verse a sí mismos asumiendo

THE EFFECTS OF PBL METHOD USING THE HYPERMEDIA TO THE STUDENTS’ CRITICAL THINKING SKILL ON THE SOCIAL STUDIES SUBJECT

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Dicky Iranto

2014-10-01

Full Text Available Education as human’s process to gain knowledge is very important to create thinking skill for the human being. Related to that thing, implemented the learning with Problem Based Learning method which is the learning that is oriented to enhance the students’ critical thinking skill. In the constructivism learning theory, the students should be able to construct the knowledge through problem solving so they got the truth which is useful for the existence. This research is using the quasi experiment method with non-equivalent group design. The conclusion of this research shows that there is enhancement to the students’ critical thinking skill significantly and suggested to use this method on another topic, schools gives the hypermedia facilities, and researching another learning competences.

The effectiveness of module based on guided inquiry method to improve students’ logical thinking ability

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Ash-Shiddieqy, M. H.; Suparmi, A.; Sunarno, W.

2018-04-01

The purpose of this research is to understand the effectiveness of module based on guided inquiry method to improve students’ logical thinking ability. This research only evaluate the students’ logical ability after follows the learning activities that used developed physics module based on guided inquiry method. After the learning activities, students This research method uses a test instrument that adapts TOLT instrument. There are samples of 68 students of grade XI taken from SMA Negeri 4 Surakarta.Based on the results of the research can be seen that in the experimental class and control class, the posttest value aspect of probabilistic reasoning has the highest value than other aspects, whereas the posttest value of the proportional reasoning aspect has the lowest value. The average value of N-gain in the experimental class is 0.39, while in the control class is 0.30. Nevertheless, the N-gain values obtained in the experimental class are larger than the control class, so the guided inquiry-based module is considered more effective for improving students’ logical thinking. Based on the data obtained from the research shows the modules available to help teachers and students in learning activities. The developed Physics module is integrated with every syntax present in guided inquiry method, so it can be used to improve students’ logical thinking ability.

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

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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…

Development of Early Conceptions in Systems Thinking in an Environmental Context: An Exploratory Study of Preschool Students' Understanding of Stocks & Flows, Behavior Over Time and Feedback

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Gillmeister, Kristina M.

Systems thinking allows learners to look at the world as a series of interconnected parts of a whole. A debate exists in early childhood research literature about whether or not children have the capacity to hold systems thinking conceptions due to the complex thought processing needed for systems thinking. Additionally, many researchers question whether children have enough life experience or cognitive schema to participate fully in systems thinking. However, this study's findings indicate that young children do show signs of more complex understanding in systems thinking than what previous literature suggests a young child has the ability to do. This three part research study was conducted in a universal pre-kindergarten (UPK) classroom in a first-ring suburb of a rust-belt city in the Northeastern United States. The study was grounded in a desire to uncover young children's understanding of systems thinking through everyday classroom activities. Twenty students participated in this qualitative study which utilized read-aloud, water play and the interpretation and creation of graphs through associated structured and semi-structured interviews. Data from student's observations and interviews was transcribed, segmented, coded and analyzed. This student-centered process approach (Gotwals & Alonzo, 2012) allowed for children's ideas to emerge naturally during the research tasks. Data was analyzed according to a three step analysis process using a real-world lens, a systems thinking skills lens, and the development of lower anchors for future learning progressions lens. Across a group of 20 preschool children there was an overarching theme that the ability to think in systems and utilize simple systems thinking tools, such as stock-flow maps, feedback loops and behavior over time graphs, was present. Since children are ready to reason using rudimentary systems thinking, then systems thinking opportunities should be incorporated into their informal and formal learning

Beyond single syllables: large-scale modeling of reading aloud with the Connectionist Dual Process (CDP++) model.

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Perry, Conrad; Ziegler, Johannes C; Zorzi, Marco

2010-09-01

Most words in English have more than one syllable, yet the most influential computational models of reading aloud are restricted to processing monosyllabic words. Here, we present CDP++, a new version of the Connectionist Dual Process model (Perry, Ziegler, & Zorzi, 2007). CDP++ is able to simulate the reading aloud of mono- and disyllabic words and nonwords, and learns to assign stress in exactly the same way as it learns to associate graphemes with phonemes. CDP++ is able to simulate the monosyllabic benchmark effects its predecessor could, and therefore shows full backwards compatibility. CDP++ also accounts for a number of novel effects specific to disyllabic words, including the effects of stress regularity and syllable number. In terms of database performance, CDP++ accounts for over 49% of the reaction time variance on items selected from the English Lexicon Project, a very large database of several thousand of words. With its lexicon of over 32,000 words, CDP++ is therefore a notable example of the successful scaling-up of a connectionist model to a size that more realistically approximates the human lexical system. Copyright © 2010 Elsevier Inc. All rights reserved.

Systems thinking.

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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.

Books, Read-Alouds, and Voluntary Book Interactions: What Do We Know about Centers Serving Three-Year-Olds?

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Mesmer, Heidi Anne

2018-01-01

This study examined the quality of books, the quality of read-alouds, and children's voluntary interactions with books in childcare centers serving low-income 3-year-olds (N = 30). Although a large percentage of centers had book areas, the features of book areas differed. The highest percentage of books was highly recommended and appropriate (39%)…

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…

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

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Jere Lazanski, Tadeja

2010-11-01

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

How do healthcare consumers process and evaluate comparative healthcare information? A qualitative study using cognitive interviews.

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Damman, O.C.; Hendriks, M.; Rademakers, J.; Delnoij, D.; Groenewegen, P.

2009-01-01

Abstract Background To date, online public healthcare reports have not been effectively used by consumers. Therefore, we qualitatively examined how healthcare consumers process and evaluate comparative healthcare information on the Internet. Methods Using semi-structured cognitive interviews, interviewees (n = 20) were asked to think aloud and answer questions, as they were prompted with three Dutch web pages providing comparative healthcare information. Results We identified twelve themes fr...

The effect of the position of atypical character-to-sound correspondences on reading kanji words aloud: Evidence for a sublexical serially operating kanji reading process.

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Sambai, Ami; Coltheart, Max; Uno, Akira

2018-04-01

In English, the size of the regularity effect on word reading-aloud latency decreases across position of irregularity. This has been explained by a sublexical serially operating reading mechanism. It is unclear whether sublexical serial processing occurs in reading two-character kanji words aloud. To investigate this issue, we studied how the position of atypical character-to-sound correspondences influenced reading performance. When participants read inconsistent-atypical words aloud mixed randomly with nonwords, reading latencies of words with an inconsistent-atypical correspondence in the initial position were significantly longer than words with an inconsistent-atypical correspondence in the second position. The significant difference of reading latencies for inconsistent-atypical words disappeared when inconsistent-atypical words were presented without nonwords. Moreover, reading latencies for words with an inconsistent-atypical correspondence in the first position were shorter than for words with a typical correspondence in the first position. This typicality effect was absent when the atypicality was in the second position. These position-of-atypicality effects suggest that sublexical processing of kanji occurs serially and that the phonology of two-character kanji words is generated from both a lexical parallel process and a sublexical serial process.

OPTIMIZING USABILITY OF AN ECONOMIC DECISION SUPPORT TOOL: PROTOTYPE OF THE EQUIPT TOOL.

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Cheung, Kei Long; Hiligsmann, Mickaël; Präger, Maximilian; Jones, Teresa; Józwiak-Hagymásy, Judit; Muñoz, Celia; Lester-George, Adam; Pokhrel, Subhash; López-Nicolás, Ángel; Trapero-Bertran, Marta; Evers, Silvia M A A; de Vries, Hein

2018-01-01

Economic decision-support tools can provide valuable information for tobacco control stakeholders, but their usability may impact the adoption of such tools. This study aims to illustrate a mixed-method usability evaluation of an economic decision-support tool for tobacco control, using the EQUIPT ROI tool prototype as a case study. A cross-sectional mixed methods design was used, including a heuristic evaluation, a thinking aloud approach, and a questionnaire testing and exploring the usability of the Return of Investment tool. A total of sixty-six users evaluated the tool (thinking aloud) and completed the questionnaire. For the heuristic evaluation, four experts evaluated the interface. In total twenty-one percent of the respondents perceived good usability. A total of 118 usability problems were identified, from which twenty-six problems were categorized as most severe, indicating high priority to fix them before implementation. Combining user-based and expert-based evaluation methods is recommended as these were shown to identify unique usability problems. The evaluation provides input to optimize usability of a decision-support tool, and may serve as a vantage point for other developers to conduct usability evaluations to refine similar tools before wide-scale implementation. Such studies could reduce implementation gaps by optimizing usability, enhancing in turn the research impact of such interventions.

A diabetes dashboard and physician efficiency and accuracy in accessing data needed for high-quality diabetes care.

Science.gov (United States)

Koopman, Richelle J; Kochendorfer, Karl M; Moore, Joi L; Mehr, David R; Wakefield, Douglas S; Yadamsuren, Borchuluun; Coberly, Jared S; Kruse, Robin L; Wakefield, Bonnie J; Belden, Jeffery L

2011-01-01

We compared use of a new diabetes dashboard screen with use of a conventional approach of viewing multiple electronic health record (EHR) screens to find data needed for ambulatory diabetes care. We performed a usability study, including a quantitative time study and qualitative analysis of information-seeking behaviors. While being recorded with Morae Recorder software and "think-aloud" interview methods, 10 primary care physicians first searched their EHR for 10 diabetes data elements using a conventional approach for a simulated patient, and then using a new diabetes dashboard for another. We measured time, number of mouse clicks, and accuracy. Two coders analyzed think-aloud and interview data using grounded theory methodology. The mean time needed to find all data elements was 5.5 minutes using the conventional approach vs 1.3 minutes using the diabetes dashboard (P dashboard (P dashboard (P dashboard improves both the efficiency and accuracy of acquiring data needed for high-quality diabetes care. Usability analysis tools can provide important insights into the value of optimizing physician use of health information technologies.

Using Comic Books as Read-Alouds: Insights on Reading Instruction from an English as a Second Language Classroom

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Ranker, Jason

2007-01-01

A first-grade teacher used comic books as read-alouds during her implementation of a reading/writing workshop. The students, primarily English-language learners, were able to make use of this medium in order to learn new reading practices. The teacher used the comics to teach multiple aspects of various reading processes such as reading with an…

Counterfactual thinking in physics

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

2011-01-01

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

Content analysis of medical students’ seminars: a unique method of analyzing clinical thinking

Science.gov (United States)

2013-01-01

Background The study of communication skills of Asian medical students during structured Problem-based Learning (PBL) seminars represented a unique opportunity to assess their critical thinking development. This study reports the first application of the health education technology, content analysis (CA), to a Japanese web-based seminar (webinar). Methods The authors assigned twelve randomly selected medical students from two universities and two clinical instructors to two virtual classrooms for four PBL structured tutoring sessions that were audio-video captured for CA. Both of the instructors were US-trained physicians. This analysis consisted of coding the students’ verbal comments into seven types, ranging from trivial to advanced knowledge integration comments that served as a proxy for clinical thinking. Results The most basic level of verbal simple responses accounted for a majority (85%) of the total students’ verbal comments. Only 15% of the students’ comments represented more advanced types of critical thinking. The male students responded more than the female students; male students attending University 2 responded more than male students from University 1. The total mean students’ verbal response time for the four sessions with the male instructor was 6.9%; total mean students’ verbal response time for the four sessions with the female instructor was 19% (p student clinical training webinar in two Japanese medical schools. These results are preliminary, mostly limited by a small sample size (n = 12) and limited time frame (four sessions). CA technology has the potential to improve clinical thinking for medical students. This report may stimulate improvements for implementation. PMID:24289320

Assessing an Introduction to Systems Thinking

Science.gov (United States)

Monroe, Martha C.; Plate, Richard R.; Colley, Lara

2015-01-01

This research study investigated the learning outcomes of a brief systems thinking intervention at the undergraduate level. A pre/post experimental design (n = 50) was used to address two primary questions: (1) Can a brief introduction to systems thinking improve students' understanding of systems thinking? and (2) Which teaching method (of…

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.

Pre-Planning Civic Action: An Analysis of Civic Leaders' Problem Solving Strategies

Science.gov (United States)

Fitzgerald, Jason

2016-01-01

This study explores the civic thinking heuristics that civic leaders use when pre-planning action. Across eight think-aloud protocols, findings suggest that three heuristics are employed. "Frame alignment" refers to the process of harmonizing personal beliefs and interests with the particulars of a civic action issue to find personal…

Problem-solving strategies in psychiatry: differences between experts and novices in diagnostic accuracy and reasoning.

Science.gov (United States)

Gabriel, Adel; Violato, Claudio

2013-01-01

The purpose of this study was to examine and compare diagnostic success and its relationship with the diagnostic reasoning process between novices and experts in psychiatry. Nine volunteers, comprising five expert psychiatrists and four clinical clerks, completed a think-aloud protocol while attempting to make a DSM-IV (Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition) diagnosis of a selected case with both Axis I and Axis III diagnoses. Expert psychiatrists made significantly more successful diagnoses for both the primary psychiatric and medical diagnoses than clinical clerks. Expert psychiatrists also gave fewer differential options. Analyzing the think-aloud protocols, expert psychiatrists were much more organized, made fewer mistakes, and utilized significantly less time to access their knowledge than clinical clerks. Both novices and experts seemed to use the hypothetic-deductive and scheme-inductive approaches to diagnosis. However, experts utilized hypothetic-deductive approaches significantly more often than novices. The hypothetic-deductive diagnostic strategy was utilized more than the scheme-inductive approach by both expert psychiatrists and clinical clerks. However, a specific relationship between diagnostic reasoning and diagnostic success could not be identified in this small pilot study. The author recommends a larger study that would include a detailed analysis of the think-aloud protocols.

ALOUD: Adult Learning Open University Determinants Study: Association between biological and psychological determinants and study success in adult formal distance education

NARCIS (Netherlands)

De Groot, Renate; Neroni, Joyce; Gijselaers, Jérôme; Kirschner, Paul A.

2012-01-01

De Groot, R. H. M., Neroni, J., Gijselaers, J., & Kirschner, P. A. (2012, 6 December). ALOUD: Adult Learning Open University Determinants Study: Associations between biological and psychological determinants and study success in adult formal distance education. Presented at the Open University for

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

Science.gov (United States)

Ghanizadeh, Afsaneh; Jahedizadeh, Safoura

2017-01-01

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

Database thinking development in Context of School Education

OpenAIRE

Panský, Mikoláš

2011-01-01

The term database thinking is understood as group of Competencies that enables working with Database System. Database thinking development is targeted educational incidence to student with the expected outcome ability working with Database system. Thesis is focused on problematic of purposes, content and methods of database thinking development. Experimental part proposes quantitative metrics for database thinking development. KEYWORDS: Education, Database, Database thinking, Structured Query...

Community-based inquiry improves critical thinking in general education biology.

Science.gov (United States)

Quitadamo, Ian J; Faiola, Celia L; Johnson, James E; Kurtz, Martha J

2008-01-01

National stakeholders are becoming increasingly concerned about the inability of college graduates to think critically. Research shows that, while both faculty and students deem critical thinking essential, only a small fraction of graduates can demonstrate the thinking skills necessary for academic and professional success. Many faculty are considering nontraditional teaching methods that incorporate undergraduate research because they more closely align with the process of doing investigative science. This study compared a research-focused teaching method called community-based inquiry (CBI) with traditional lecture/laboratory in general education biology to discover which method would elicit greater gains in critical thinking. Results showed significant critical-thinking gains in the CBI group but decreases in a traditional group and a mixed CBI/traditional group. Prior critical-thinking skill, instructor, and ethnicity also significantly influenced critical-thinking gains, with nearly all ethnicities in the CBI group outperforming peers in both the mixed and traditional groups. Females, who showed decreased critical thinking in traditional courses relative to males, outperformed their male counterparts in CBI courses. Through the results of this study, it is hoped that faculty who value both research and critical thinking will consider using the CBI method.

Assessing Critical Thinking Outcomes of Dental Hygiene Students Utilizing Virtual Patient Simulation: A Mixed Methods Study.

Science.gov (United States)

Allaire, Joanna L

2015-09-01

Dental hygiene educators must determine which educational practices best promote critical thinking, a quality necessary to translate knowledge into sound clinical decision making. The aim of this small pilot study was to determine whether virtual patient simulation had an effect on the critical thinking of dental hygiene students. A pretest-posttest design using the Health Science Reasoning Test was used to evaluate the critical thinking skills of senior dental hygiene students at The University of Texas School of Dentistry at Houston Dental Hygiene Program before and after their experience with computer-based patient simulation cases. Additional survey questions sought to identify the students' perceptions of whether the experience had helped develop their critical thinking skills and improved their ability to provide competent patient care. A convenience sample of 31 senior dental hygiene students completed both the pretest and posttest (81.5% of total students in that class); 30 senior dental hygiene students completed the survey on perceptions of the simulation (78.9% response rate). Although the results did not show a significant increase in mean scores, the students reported feeling that the use of virtual patients was an effective teaching method to promote critical thinking, problem-solving, and confidence in the clinical realm. The results of this pilot study may have implications to support the use of virtual patient simulations in dental hygiene education. Future research could include a larger controlled study to validate findings from this study.

Behaviors in Advance Care Planning and ACtions Survey (BACPACS): development and validation part 1.

Science.gov (United States)

Kassam, Aliya; Douglas, Maureen L; Simon, Jessica; Cunningham, Shannon; Fassbender, Konrad; Shaw, Marta; Davison, Sara N

2017-11-22

Although advance care planning (ACP) is fairly well understood, significant barriers to patient participation remain. As a result, tools to assess patient behaviour are required. The objective of this study was to improve the measurement of patient engagement in ACP by detecting existing survey design issues and establishing content and response process validity for a new survey entitled Behaviours in Advance Care Planning and ACtions Survey (BACPACS). We based our new tool on that of an existing ACP engagement survey. Initial item reduction was carried out using behavior change theories by content and design experts to help reduce response burden and clarify questions. Thirty-two patients with chronic diseases (cancer, heart failure or renal failure) were recruited for the think aloud cognitive interviewing with the new, shortened survey evaluating patient engagement with ACP. Of these, n = 27 had data eligible for analysis (n = 8 in round 1 and n = 19 in rounds 2 and 3). Interviews were audio-recorded and analyzed using the constant comparison method. Three reviewers independently listened to the interviews, summarized findings and discussed discrepancies until consensus was achieved. Item reduction from key content expert review and conversation analysis helped decrease number of items from 116 in the original ACP Engagement Survey to 24-38 in the new BACPACS depending on branching of responses. For the think aloud study, three rounds of interviews were needed until saturation for patient clarity was achieved. The understanding of ACP as a construct, survey response options, instructions and terminology pertaining to patient engagement in ACP warranted further clarification. Conversation analysis, content expert review and think aloud cognitive interviewing were useful in refining the new survey instrument entitled BACPACS. We found evidence for both content and response process validity for this new tool.

The development and validation of the Blended Socratic Method of Teaching (BSMT: An instructional model to enhance critical thinking skills of undergraduate business students

Directory of Open Access Journals (Sweden)

Eugenia Arazo Boa

2018-01-01

Full Text Available Enhancing critical thinking skills is one of the paramount goals of many educational institutions. This study presents the development and validation of the Blended Socratic Method of Teaching (BSMT, a teaching model intended to foster critical thinking skills of business students in the undergraduate level. The main objectives of the study were to 1 to survey the critical thinking skills of undergraduate business students, and 2 to develop and validate the BSMT model designed to enhance critical thinking skills. The research procedure comprised of two phases related to the two research objectives: 1 surveying the critical thinking skills of 371 undergraduate business students at Naresuan University International College focusing on the three critical thinking competencies of the RED model—recognize assumptions, evaluate arguments, and draw conclusion, and the determination of the level of their critical thinking; and 2 developing the instructional model followed by validation of the model by five experts. The results of the study were: 1 the undergraduate business students have deficient critical thinking based on the RED Model competencies as they scored “below average” on the critical thinking appraisal, and 2 the developed model comprised six elements: focus, syntax, principles of reaction, the social system, the support system, and application. The experts were in complete agreement that the model is “highly appropriate” in improving the critical thinking skills of the business students. The main essence of the model is the syntax comprising of five steps: group assignment, analysis and writing of case studies; group presentation of the business case analysis in class; Socratic discussion/questioning in class; posting of the case study on the class Facebook account; and online Socratic discussion/questioning. The BSMT model is an authentic and comprehensive model combining the Socratic method of teaching, information and

Using psychological theory and qualitative methods to develop a new evidence-based website about acupuncture for back pain.

Science.gov (United States)

Bishop, Felicity L; Greville-Harris, Maddy; Bostock, Jennifer; Din, Amy; Graham, Cynthia A; Lewith, George; Liossi, Christina; O'Riordan, Tim; Ryves, Rachel; White, Peter; Yardley, Lucy

2016-08-01

Potential acupuncture patients seek out information about acupuncture from various sources including websites, many of which are unreliable. We aimed to create an informative, scientifically accurate and engaging website to educate patients about acupuncture for back pain and modify their beliefs in a way that might enhance its clinical effects. We used psychological theory and techniques to design an evidence-based website, incorporating multimedia elements. We conducted qualitative "think aloud" audio-recorded interviews to elicit user views of the website. A convenience sample of ten participants (4 male; aged 21-64 years from the local community) looked at the website in the presence of a researcher and spoke their thoughts out loud. Comments were categorised by topic. The website comprises 11 main pages and addresses key topics of interest to potential acupuncture patients, including beneficial and adverse effects, mechanisms of action, safety, practicalities, and patients' experiences of acupuncture. It provides information through text, evidence summaries and audio-clips of four patients' stories and two acupuncturists' descriptions of their practice, and three short films. Evidence from the think aloud study was used to identify opportunities to make the website more informative, engaging, and user-friendly. Using a combination of psychological theory and qualitative interviews enabled us to produce a user-friendly, evidence-based website that is likely to change patients' beliefs about acupuncture for back pain. Before using the website in clinical settings it is necessary to test its effects on key outcomes including patients' beliefs and capacity for making informed choices about acupuncture.

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

Science.gov (United States)

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

2018-02-01

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

Advancing multilevel thinking and methods in HRM research

NARCIS (Netherlands)

Renkema, Maarten; Meijerink, Jeroen Gerard; Bondarouk, Tatiana

2016-01-01

Purpose Despite the growing belief that multilevel research is necessary to advance HRM understanding, there remains a lack of multilevel thinking – the application of principles for multilevel theory building. The purpose of this paper is to propose a systematic approach for multilevel HRM

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

Directory of Open Access Journals (Sweden)

Hetika Hetika

2018-03-01

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

Scientific Thinking in Islamic Thought: Concept and its Importance

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Alias Azhar

2017-02-01

Full Text Available God’s revelations, as the main source of knowledge, do not deny, in any way our brain’s functional capabilities. The Quran acknowledges the necessity and importance of the brain. Islamic epistemology regards the brain as the second source of knowledge after the revelations. The holistic perspective on knowledge that is gained by mankind is that it is constructed by man in the context of their thinking culture, education and social concepts. Therefore, in this regard, thinking method directly relates to the objectives of Islam and its Sharia, and gives a significant implication towards understanding and developing Sharia as a dynamic knowledge area. This study combines three (3 methods, content analysis; historical method and comparison of the review of the history of the construction of Islamic thought and the review of screening methods Sociology Society background. The discussion this article covers the definition and concept of scientific thinking skills and scientific Islamic thought and the approaches of critical thinking in Islamic scientific thought. In reality, Muslims are not prohibited by their religion to think scientifically through scientific thinking methods, provided that it does not contradict with Islam. Some knowledge which is built through scientific thinking can be used to understand the Quranic texts more profoundly. Also, undeniably, the eminence of God’s revelations has been made evident and exploited to proof the existence of Allah.

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

Directory of Open Access Journals (Sweden)

Fábio da Costa Carbogim

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

The Effect of English Language Learning on Creative Thinking Skills: A Mixed Methods Case Study

Science.gov (United States)

Sehic, Sandro

2017-01-01

The purpose of this sequential explanatory mixed-methods case study was to investigate the effects of English language learning on creative thinking skills in the domains of fluency, flexibility, originality, and elaboration as measured with the Alternate Uses Test. Unlike the previous research studies that investigated the links between English…

Replication protocol analysis: a method for the study of real-world design thinking

DEFF Research Database (Denmark)

Galle, Per; Kovacs, L. B.

1996-01-01

Given the brief of an architectural competition on site planning, and the design awarded the first prize, the first author (trained as an architect but not a participant in the competition) produced a line of reasoning that might have led from brief to design. In the paper, such ‘design replication......’ is refined into a method called ‘replication protocol analysis’ (RPA), and discussed from a methodological perspective of design research. It is argued that for the study of real-world design thinking this method offers distinct advantages over traditional ‘design protocol analysis’, which seeks to capture...

Original Thinking

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Ashok Natarajan

2012-04-01

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

SUBPAL: A Device for Reading Aloud Subtitles from Television and Cinema

DEFF Research Database (Denmark)

Nielsen, Simon; Bothe, Hans-Heinrich

2007-01-01

to participate in such social and cultural events, but if the material presented is in a non familiar language they are unable to understand it. The problem primarily arises from non English speaking countries where dubbing is not facilitated such as in Scandinavian countries and the Netherlands. A solution...... to this problem is SubPal, a text to speech device which can be connected to the television or to a video camera. The subtitle content in the presented video stream is read aloud through a multilingual speech synthesizer. Hence the solution is applicable for television and in the cinema, in several countries....... The solution comprises three major modules: The sampling of the analogue video signal into a binary image of the subtitles. The optical character recognition which converts the binary image of the subtitles into a characters that can be recognized by a computer. And finally a speech synthesizer that reads...

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

Science.gov (United States)

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…

Intertextuality in Read-Alouds of Integrated Science-Literacy Units in Urban Primary Classrooms: Opportunities for the Development of Thought and Language

Science.gov (United States)

Varelas, Maria; Pappas, Christine C.

2006-01-01

The nature and evolution of intertextuality was studied in 2 urban primary-grade classrooms, focusing on read-alouds of an integrated science-literacy unit. The study provides evidence that both debunks deficit theories for urban children by highlighting funds of knowledge that these children bring to the classroom and the sense they make of them…

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.

Analytic thinking reduces belief in conspiracy theories.

Science.gov (United States)

Swami, Viren; Voracek, Martin; Stieger, Stefan; Tran, Ulrich S; Furnham, Adrian

2014-12-01

Belief in conspiracy theories has been associated with a range of negative health, civic, and social outcomes, requiring reliable methods of reducing such belief. Thinking dispositions have been highlighted as one possible factor associated with belief in conspiracy theories, but actual relationships have only been infrequently studied. In Study 1, we examined associations between belief in conspiracy theories and a range of measures of thinking dispositions in a British sample (N=990). Results indicated that a stronger belief in conspiracy theories was significantly associated with lower analytic thinking and open-mindedness and greater intuitive thinking. In Studies 2-4, we examined the causational role played by analytic thinking in relation to conspiracist ideation. In Study 2 (N=112), we showed that a verbal fluency task that elicited analytic thinking reduced belief in conspiracy theories. In Study 3 (N=189), we found that an alternative method of eliciting analytic thinking, which related to cognitive disfluency, was effective at reducing conspiracist ideation in a student sample. In Study 4, we replicated the results of Study 3 among a general population sample (N=140) in relation to generic conspiracist ideation and belief in conspiracy theories about the July 7, 2005, bombings in London. Our results highlight the potential utility of supporting attempts to promote analytic thinking as a means of countering the widespread acceptance of conspiracy theories. Copyright © 2014 Elsevier B.V. All rights reserved.

The Interplay of Reader Goals, Working Memory, and Text Structure During Reading

Science.gov (United States)

Bohn-Gettler, Catherine M.; Kendeou, Panayiota

2014-01-01

In the current study we examined the complex interactions of instructional context, text properties, and reader characteristics during comprehension. College students were tasked with the goal of reading for study versus entertainment (instructional context) while thinking-aloud about four different expository text structures (text properties). Working memory also was assessed (reader characteristics). Reading goals and working memory interacted to influence paraphrasing and non-coherence processes when thinking aloud. Reading goals, working memory, and text structure all interacted to influence text-based inferences. Text structure also influenced knowledge-based inferences. Post-reading recall was highest for those with the instructional goal of reading for study (compared to entertainment), as well as for problem-response and compare-contrast texts (compared to descriptive and chronological texts). Implications of the findings are discussed. PMID:25018581

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

Directory of Open Access Journals (Sweden)

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.

I think in portuguese I think in portuguese

Directory of Open Access Journals (Sweden)

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.

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Results 731 - 740 of 8489 ... Innovation for social inclusion in Africa: thinking aloud ... challenge for food security and sustainable development in Burundi ... Advocating for Science, Technology and Innovation: Lessons from a Decade of Linking ...

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

Results 861 - 870 of 8491 ... Innovation for social inclusion in Africa: thinking aloud ... Gender and Innovation a Cross cutting program theme : Innovation Technology ... Protected areas and indigenous peoples in Chile: The case of the Mapuche.

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.

Measuring critical thinking in pre-registration midwifery students: A multi-method approach.

Science.gov (United States)

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

2018-02-01

Test the concurrent validity of three newly developed tools (student self-rating, preceptor rating, and reflective writing) that aim to measure critical thinking in midwifery practice. A descriptive matched cohort design was used. Australian research intensive university offering a three year Bachelor of Midwifery programme. Fifty-five undergraduate midwifery students. Students assessed their ability to apply critical thinking in midwifery practice using a 25-item tool and a 5-item subscale in Motivated Strategies for Learning Questionnaire. Clinical preceptors completed a 24-item tool assessing the students' application of critical thinking in practice. Reflective writing by students was assessed by midwifery academics using a 15-item tool. Internal reliability, and concurrent validity were assessed. Correlations, t-tests, multiple regression and confidence levels were calculated for the three scales and associations with student characteristics. The three scales achieved good internal reliability with a Cronbach's alpha coefficient between 0.93 and 0.97. Matched total scores for the three critical thinking scales were moderately correlated; student/preceptor (r=0.36, pstudent/reflective writing (r=0.38, pstudents with a previous degree, but only significant for reflective writing (t (53)=-2.35, p=0.023). Preceptor ratings were predictive of GPA (beta=0.50, pStudents' self-rating scores were predictive of year level (beta=0.32, pstudent, preceptor, and reflective writing tools were found to be reliable and valid measures of critical thinking. The three tools can be used individually or in combination to provide students with various sources of feedback to improve their practice. The tools allow formative measurement of critical thinking over time. Further testing of the tools with larger, diverse samples is recommended. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

Rational Thinking in School-Based Practice

Science.gov (United States)

Clark, Mary Kristen; Flynn, Perry

2011-01-01

Purpose: We reflect on Alan Kamhi's (2011) prologue on balancing certainty and uncertainty as it pertains to school-based practice. Method: In schools, rational thinking depends on effective team processes, much like professional learning communities. We consider the conditions that are required for rational thinking and how rational team dialogue…

THE EFFECTS OF PBL METHOD USING THE HYPERMEDIA TO THE STUDENTS’ CRITICAL THINKING SKILL ON THE SOCIAL STUDIES SUBJECT

OpenAIRE

Iranto, Dicky; Suparno, S

2014-01-01

Education as human’s process to gain knowledge is very important to create thinking skill for the human being. Related to that thing, implemented the learning with Problem Based Learning method which is the learning that is oriented to enhance the students’ critical thinking skill. In the constructivism learning theory, the students should be able to construct the knowledge through problem solving so they got the truth which is useful for the existence. This research is using the quasi experi...

Multi-Trait Multi-Method Matrices for the Validation of Creativity and Critical Thinking Assessments for Secondary School Students in England and Greece

Directory of Open Access Journals (Sweden)

Ourania Maria Ventista

2017-08-01

Full Text Available The aim of this paper is the validation of measurement tools which assess critical thinking and creativity as general constructs instead of subject-specific skills. Specifically, this research examined whether there is convergent and discriminant (or divergent validity between measurement tools of creativity and critical thinking. For this purpose, the multi-trait and multi-method matrix suggested by Campbell and Fiske (1959 was used. This matrix presented the correlation of scores that students obtain in different assessments in order to reveal whether the assessments measure the same or different constructs. Specifically, the two methods used were written and oral exams, and the two traits measured were critical thinking and creativity. For the validation of the assessments, 30 secondary-school students in Greece and 21 in England completed the assessments. The sample in both countries provided similar results. The critical thinking tools demonstrated convergent validity when compared with each other and discriminant validity with the creativity assessments. Furthermore, creativity assessments which measure the same aspect of creativity demonstrated convergent validity. To conclude, this research provided indicators that critical thinking and creativity as general constructs can be measured in a valid way. However, since the sample was small, further investigation of the validation of the assessment tools with a bigger sample is recommended.

Usability testing of e-learning: an approach incorporating co-discovery and think-aloud

CSIR Research Space (South Africa)

Adebesin, TF

2009-06-01

Full Text Available Computer applications developed to support learning in the cognitive domains are quite different from commercial transaction processing applications. The unique nature of such applications calls for different methods for evaluating their usability...

Conceptual thinking of uneducated adults

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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.

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.

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

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Afsaneh Ghanizadeh

2017-07-01

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

Educating for Critical Thinking: Thought-Encouraging Questions in a Community of Inquiry

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Golding, Clinton

2011-01-01

This paper presents one method for educating for critical thinking in Higher Education. It elaborates Richard Paul's method of Socratic questioning to show how students can learn to be critical thinkers. This method combines and uses the wider pedagogical and critical thinking literature in a new way: it emphasises a thinking-encouraging approach…

Sustainable Nanotechnology: Through Green Methods and Life-Cycle Thinking

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Rapinder Sawhney

2010-10-01

Full Text Available Citing the myriad applications of nanotechnology, this paper emphasizes the need to conduct “life cycle” based assessments as early in the new product development process as possible, for a better understanding of the potential environmental and human health consequences of nanomaterials over the entire life cycle of a nano-enabled product. The importance of this reasoning is further reinforced through an illustrative case study on automotive exterior body panels, which shows that the perceived environmental benefits of nano-based products in the Use stage may not adequately represent the complete picture, without examining the impacts in the other life cycle stages, particularly Materials Processing and Manufacturing. Nanomanufacturing methods often have associated environmental and human health impacts, which must be kept in perspective when evaluating nanoproducts for their “greenness.” Incorporating life-cycle thinking for making informed decisions at the product design stage, combining life cycle and risk analysis, using sustainable manufacturing practices, and employing green chemistry alternatives are seen as possible solutions.

Incorporation of an Explicit Critical-Thinking Curriculum to Improve Pharmacy Students' Critical-Thinking Skills.

Science.gov (United States)

Cone, Catherine; Godwin, Donald; Salazar, Krista; Bond, Rucha; Thompson, Megan; Myers, Orrin

2016-04-25

Objective. The Health Sciences Reasoning Test (HSRT) is a validated instrument to assess critical-thinking skills. The objective of this study was to determine if HSRT results improved in second-year student pharmacists after exposure to an explicit curriculum designed to develop critical-thinking skills. Methods. In December 2012, the HSRT was administered to students who were in their first year of pharmacy school. Starting in August 2013, students attended a 16-week laboratory curriculum using simulation, formative feedback, and clinical reasoning to teach critical-thinking skills. Following completion of this course, the HSRT was readministered to the same cohort of students. Results. All students enrolled in the course (83) took the HSRT, and following exclusion criteria, 90% of the scores were included in the statistical analysis. Exclusion criteria included students who did not finish more than 60% of the questions or who took less than 15 minutes to complete the test. Significant changes in the HSRT occurred in overall scores and in the subdomains of deduction, evaluation, and inference after students completed the critical-thinking curriculum. Conclusions. Significant improvement in HSRT scores occurred following student immersion in an explicit critical-thinking curriculum. The HSRT was useful in detecting these changes, showing that critical-thinking skills can be learned and then assessed over a relatively short period using a standardized, validated assessment tool like the HSRT.

Incorporation of an Explicit Critical-Thinking Curriculum to Improve Pharmacy Students’ Critical-Thinking Skills

Science.gov (United States)

Godwin, Donald; Salazar, Krista; Bond, Rucha; Thompson, Megan; Myers, Orrin

2016-01-01

Objective. The Health Sciences Reasoning Test (HSRT) is a validated instrument to assess critical-thinking skills. The objective of this study was to determine if HSRT results improved in second-year student pharmacists after exposure to an explicit curriculum designed to develop critical-thinking skills. Methods. In December 2012, the HSRT was administered to students who were in their first year of pharmacy school. Starting in August 2013, students attended a 16-week laboratory curriculum using simulation, formative feedback, and clinical reasoning to teach critical-thinking skills. Following completion of this course, the HSRT was readministered to the same cohort of students. Results. All students enrolled in the course (83) took the HSRT, and following exclusion criteria, 90% of the scores were included in the statistical analysis. Exclusion criteria included students who did not finish more than 60% of the questions or who took less than 15 minutes to complete the test. Significant changes in the HSRT occurred in overall scores and in the subdomains of deduction, evaluation, and inference after students completed the critical-thinking curriculum. Conclusions. Significant improvement in HSRT scores occurred following student immersion in an explicit critical-thinking curriculum. The HSRT was useful in detecting these changes, showing that critical-thinking skills can be learned and then assessed over a relatively short period using a standardized, validated assessment tool like the HSRT. PMID:27170812

The Van Hiele geometry thinking levels of mild mental retardation students

Science.gov (United States)

Shomad, Z. A.; Kusmayadi, T. A.; Riyadi

2017-12-01

This research is to investigate the level of mild mental retardation geometry students thinking. This research focuses on the geometry thinking level based on Van Hiele theory. This study uses qualitative methods with case study strategy. Data obtained from observation and tests result. The subjects are 12 mental retardation students. The result show that ability of mild mental retardation students with each other is different but have same level of level thinking geometry. The geometry thinking level of mental retardation students was identified in level 1 of the Van Hiele theory. Based on the level thinking geometry of mental retardation students simplify geometry thinking teachers in selecting appropriate learning methods, choose the materials in accordance with ability, and can modify the material following the geometry thinking level of mental retardation students.

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.

The assessment of math learning difficulties in a primary grade-4 child with high support needs: Mixed methods approach

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Lawrence Mundia

2012-03-01

Full Text Available This mixed-methods study incorporated elements of survey, case study and action research approaches in investigating an at-risk child. Using an in-take interview, a diagnostic test, an error analysis, and a think-aloud clinical interview, the study identified the child’s major presenting difficulties. These included: inability to use the four arithmetic operations (addition, subtraction, multiplication, division efficiently; not understanding the relationship between units, tens and hundreds; using any two of the four arithmetic processes (+, - , x, ÷ in combination within one operation; treating each column as a separate problem; place value problems / wrong alignment of numbers; poor eye-hand coordination leading to dysgraphia; and memory lapses. The other problems that became apparent through this investigation and implied in the findings include possible causal factors such as dyscalculia, dyslexia, low self-esteem, low self-efficacy, and math anxiety. Further assessment, intervention and research are recommended to address problems of this vulnerable child.

The Assessment of Math Learning Difficulties in a Primary Grade-4 Child with High Support Needs: Mixed Methods Approach

Directory of Open Access Journals (Sweden)

Lawrence Mundia

2012-03-01

Full Text Available This mixed-methods study incorporated elements of survey, case study and action research approaches in investigating an at-risk child. Using an in-take interview, a diagnostic test, an error analysis, and a think-aloud clinical interview, the study identified the child’s major presenting difficulties. These included: inability to use the four arithmetic operations (addition, subtraction, multiplication, division efficiently; not understanding the relationship between units, tens and hundreds; using any two of the four arithmetic processes (+, - , x, ÷ in combination within one operation; treating each column as a separate problem; place value problems / wrong alignment of numbers; poor eye-hand coordination leading to dysgraphia; and memory lapses. The other problems that became apparent through this investigation and implied in the findings include possible causal factors such as dyscalculia, dyslexia, low self-esteem, low self-efficacy, and math anxiety. Further assessment, intervention and research are recommended to address problems of this vulnerable child.

The Relationship between Critical Thinking Disposition and Self-Esteem

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Shirin Iranfar

2013-12-01

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

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...

Clinical reasoning and its application to nursing: concepts and research studies.

Science.gov (United States)

Banning, Maggi

2008-05-01

Clinical reasoning may be defined as "the process of applying knowledge and expertise to a clinical situation to develop a solution" [Carr, S., 2004. A framework for understanding clinical reasoning in community nursing. J. Clin. Nursing 13 (7), 850-857]. Several forms of reasoning exist each has its own merits and uses. Reasoning involves the processes of cognition or thinking and metacognition. In nursing, clinical reasoning skills are an expected component of expert and competent practise. Nurse research studies have identified concepts, processes and thinking strategies that might underpin the clinical reasoning used by pre-registration nurses and experienced nurses. Much of the available research on reasoning is based on the use of the think aloud approach. Although this is a useful method, it is dependent on ability to describe and verbalise the reasoning process. More nursing research is needed to explore the clinical reasoning process. Investment in teaching and learning methods is needed to enhance clinical reasoning skills in nurses.

Applying design thinking elsewhere : Organizational context matters

NARCIS (Netherlands)

Smulders, F.E.H.M.; Dorst, K.; Vermaas, P.E.

2014-01-01

In this contribution design thinking is taken as a transfer of design methods from product development to other domains. It is argued that the success of this transfer depends on the organisational context offered to design thinking in these other domains. We describe the application of design

Conversion of standard retrospective patient-reported outcomes to momentary versions

DEFF Research Database (Denmark)

Boesen, Victor Brun; Nissen, Stine Birk; Groenvold, Mogens

2018-01-01

reference periods were identified; problems were categorized according to cognitive aspects of survey methodology taxonomy. The efficiency of various cognitive interviewing techniques was determined by evaluating whether applied reference periods were identified by think-aloud alone or by supplementary...

Informing Patients About Placebo Effects: Using Evidence, Theory, and Qualitative Methods to Develop a New Website.

Science.gov (United States)

Greville-Harris, Maddy; Bostock, Jennifer; Din, Amy; Graham, Cynthia A; Lewith, George; Liossi, Christina; O'Riordan, Tim; White, Peter; Yardley, Lucy; Bishop, Felicity L

2016-06-10

According to established ethical principles and guidelines, patients in clinical trials should be fully informed about the interventions they might receive. However, information about placebo-controlled clinical trials typically focuses on the new intervention being tested and provides limited and at times misleading information about placebos. We aimed to create an informative, scientifically accurate, and engaging website that could be used to improve understanding of placebo effects among patients who might be considering taking part in a placebo-controlled clinical trial. Our approach drew on evidence-, theory-, and person-based intervention development. We used existing evidence and theory about placebo effects to develop content that was scientifically accurate. We used existing evidence and theory of health behavior to ensure our content would be communicated persuasively, to an audience who might currently be ignorant or misinformed about placebo effects. A qualitative 'think aloud' study was conducted in which 10 participants viewed prototypes of the website and spoke their thoughts out loud in the presence of a researcher. The website provides information about 10 key topics and uses text, evidence summaries, quizzes, audio clips of patients' stories, and a short film to convey key messages. Comments from participants in the think aloud study highlighted occasional misunderstandings and off-putting/confusing features. These were addressed by modifying elements of content, style, and navigation to improve participants' experiences of using the website. We have developed an evidence-based website that incorporates theory-based techniques to inform members of the public about placebos and placebo effects. Qualitative research ensured our website was engaging and convincing for our target audience who might not perceive a need to learn about placebo effects. Before using the website in clinical trials, it is necessary to test its effects on key outcomes

Efficacy of teaching methods used to develop critical thinking in nursing and midwifery undergraduate students: A systematic review of the literature.

Science.gov (United States)

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

2016-05-01

The value and importance of incorporating strategies that promote critical thinking in nursing and midwifery undergraduate programmes are well documented. However, relatively little is known about the effectiveness of teaching strategies in promoting CT. Evaluating effectiveness is important to promote 'best practise' in teaching. To evaluate the efficacy of teaching methods used to develop critical thinking skills in nursing and midwifery undergraduate students. The following six databases; CINAHL, Ovid Medline, ERIC, Informit, PsycINFO and Scopus were searched and resulted in the retrieval of 1315 papers. After screening for inclusion, each paper was evaluated using the Critical Appraisal Skills Programme tool. Twenty-eight studies met the inclusion criteria and quality appraisal. Twelve different teaching interventions were tested in 8 countries. Results varied, with little consistency across studies using the same type of intervention or outcome tool. Sixteen tools were used to measure the efficacy of teaching in developing critical thinking. Seventeen studies identified a significant increase in critical thinking, while nine studies found no increases, and two found unexplained decreases in CT when using a similar educational intervention. Whilst this review aimed to identify effective teaching strategies that promote and develop critical thinking, flaws in methodology and outcome measures contributed to inconsistent findings. The continued use of generalised CT tools is unlikely to help identify appropriate teaching methods that will improve CT abilities of midwifery and nursing students and prepare them for practise. The review was limited to empirical studies published in English that used measures of critical thinking with midwifery and nursing students. Discipline specific strategies and tools that measure students' abilities to apply CT in practise are needed. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

Semantic search during divergent thinking.

Science.gov (United States)

Hass, Richard W

2017-09-01

Divergent thinking, as a method of examining creative cognition, has not been adequately analyzed in the context of modern cognitive theories. This article casts divergent thinking responding in the context of theories of memory search. First, it was argued that divergent thinking tasks are similar to semantic fluency tasks, but are more constrained, and less well structured. Next, response time distributions from 54 participants were analyzed for temporal and semantic clustering. Participants responded to two prompts from the alternative uses test: uses for a brick and uses for a bottle, for two minutes each. Participants' cumulative response curves were negatively accelerating, in line with theories of search of associative memory. However, results of analyses of semantic and temporal clustering suggested that clustering is less evident in alternative uses responding compared to semantic fluency tasks. This suggests either that divergent thinking responding does not involve an exhaustive search through a clustered memory trace, but rather that the process is more exploratory, yielding fewer overall responses that tend to drift away from close associates of the divergent thinking prompt. Copyright © 2017 Elsevier B.V. All rights reserved.

Teaching for Thinking.

Science.gov (United States)

Keefe, James W., Ed.; Walberg, Herbert J., Ed.

This volume represents a variety of current efforts to incorporate thought-provoking methods into teaching. There are three sections. "Curriculum Developments" defines key curricular terms and offers a framework and general examples of teaching tactics. In this section, Barbara Presseisen distinguishes thinking from other cognitive…

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...

Enhancing Critical Thinking Skills among Authoritarian Students

Science.gov (United States)

Henderson Hurley, Martha; Hurley, David

2013-01-01

This article focuses on assignments designed to enhance critical thinking skills for authoritarian personality types. This paper seeks to add to the literature by exploring instructional methods to overcome authoritarian traits that could inhibit the development of critical thinking skills. The article presents a strategy which can be employed…

The Growing Trend of Reading Movements in Japan: Animacion a la Lectura, Ten-Minutes Reading in the Morning, and Reading Aloud by Parents.

Science.gov (United States)

Adachi, Sachiko

This study examines the growing trend of reading movements in Japan and their origins. There are three main movements: Animacion a la Lectura; Ten-Minutes Reading in the Morning; and Reading Aloud by Parents in schools. This paper reports on the three movements from a review of the literature, personal observations, and practice. The paper…

Critical Thinking, Bias and Feminist Philosophy: Building a Better Framework through Collaboration

Directory of Open Access Journals (Sweden)

Adam Dalgleish

2017-12-01

These are damning charges that warrant a response within critical thinking frameworks. We suggest that the broader critical thinking literature, primarily that found within contexts of critical pedagogy and dispositional schools, can and should be harnessed within the critical thinking literature to bridge the gap between classical and feminist thinkers. We highlight several methods by which philosophy can retain the functionality of critical thinking while mitigating the obstacles presented by feminist critics and highlight how the adoption of such methods not only improves critical thinking, but is also beneficial to philosophy, philosophers and feminists alike.

E-learning for Critical Thinking: Using Nominal Focus Group Method to Inform Software Content and Design.

Science.gov (United States)

Parker, Steve; Mayner, Lidia; Michael Gillham, David

2015-12-01

Undergraduate nursing students are often confused by multiple understandings of critical thinking. In response to this situation, the Critiique for critical thinking (CCT) project was implemented to provide consistent structured guidance about critical thinking. This paper introduces Critiique software, describes initial validation of the content of this critical thinking tool and explores wider applications of the Critiique software. Critiique is flexible, authorable software that guides students step-by-step through critical appraisal of research papers. The spelling of Critiique was deliberate, so as to acquire a unique web domain name and associated logo. The CCT project involved implementation of a modified nominal focus group process with academic staff working together to establish common understandings of critical thinking. Previous work established a consensus about critical thinking in nursing and provided a starting point for the focus groups. The study was conducted at an Australian university campus with the focus group guided by open ended questions. Focus group data established categories of content that academic staff identified as important for teaching critical thinking. This emerging focus group data was then used to inform modification of Critiique software so that students had access to consistent and structured guidance in relation to critical thinking and critical appraisal. The project succeeded in using focus group data from academics to inform software development while at the same time retaining the benefits of broader philosophical dimensions of critical thinking.

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

Science.gov (United States)

Emir, Serap

2013-01-01

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

"Methods of Inquiry": Using Critical Thinking to Retain Students

Science.gov (United States)

Ahuna, Kelly H.; Tinnesz, Christine Gray; VanZile-Tamsen, Carol

2011-01-01

In the late 1980s a large northeastern university implemented a critical thinking course for undergraduate students. Combining insights from cognitive psychology and philosophy, this class was designed to give students concrete strategies to promote self-regulated learning and ensure academic success. The analyses in this study are based on…

Design thinking & lean

DEFF Research Database (Denmark)

Bravos, Cynthia; Adler, Isabel K.

2015-01-01

This paper aims at presenting how a Brazilian innovation consultancy guided a collaborative development of a mobile solution using the Design Thinking approach (Vianna et al, 2012) and Lean principles (Ries, 2011). It will describe tools and methods used and how it was applied to requirement gath...

Visual Thinking Routines: A Mixed Methods Approach Applied to Student Teachers at the American University in Dubai

Science.gov (United States)

Gholam, Alain

2017-01-01

Visual thinking routines are principles based on several theories, approaches, and strategies. Such routines promote thinking skills, call for collaboration and sharing of ideas, and above all, make thinking and learning visible. Visual thinking routines were implemented in the teaching methodology graduate course at the American University in…

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

Science.gov (United States)

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.

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

Systemic thinking fundamentals for understanding problems and messes

CERN Document Server

Hester, Patrick T

2014-01-01

Whether you’re an academic or a practitioner, a sociologist, a manager, or an engineer, one can benefit from learning to think systemically.  Problems (and messes) are everywhere and they’re getting more complicated every day.  How we think about these problems determines whether or not we’ll be successful in understanding and addressing them.  This book presents a novel way to think about problems (and messes) necessary to attack these always-present concerns.  The approach draws from disciplines as diverse as mathematics, biology, and psychology to provide a holistic method for dealing with problems that can be applied to any discipline. This book develops the systemic thinking paradigm, and introduces practical guidelines for the deployment of a systemic thinking approach.

Details of development of the resource for adults with asthma in the RAISIN (randomized trial of an asthma internet self-management intervention) study.

Science.gov (United States)

Morrison, Deborah; Mair, Frances S; Chaudhuri, Rekha; McGee-Lennon, Marilyn; Thomas, Mike; Thomson, Neil C; Yardley, Lucy; Wyke, Sally

2015-07-28

Around 300 million people worldwide have asthma and prevalence is increasing. Self-management can be effective in improving a range of outcomes and is cost effective, but is underutilised as a treatment strategy. Supporting optimum self-management using digital technology shows promise, but how best to do this is not clear. We aimed to develop an evidence based, theory informed, online resource to support self-management in adults with asthma, called 'Living well with Asthma', as part of the RAISIN (Randomized Trial of an Asthma Internet Self-Management Intervention) study. We developed Living well with Asthma in two phases. Phase 1: A low fidelity prototype (paper-based) version of the website was developed iteratively through input from a multidisciplinary expert panel, empirical evidence from the literature, and potential end users via focus groups (adults with asthma and practice nurses). Implementation and behaviour change theories informed this process. Phase 2: The paper-based designs were converted to a website through an iterative user centred process. Adults with asthma (n = 10) took part in think aloud studies, discussing the paper based version, then the web-based version. Participants considered contents, layout, and navigation. Development was agile using feedback from the think aloud sessions immediately to inform design and subsequent think aloud sessions. Think aloud transcripts were also thematically analysed, further informing resource development. The website asked users to aim to be symptom free. Key behaviours targeted to achieve this include: optimising medication use (including inhaler technique); attending primary care asthma reviews; using asthma action plans; increasing physical activity levels; and stopping smoking. The website had 11 sections, plus email reminders, which promoted these behaviours. Feedback on the contents of the resource was mainly positive with most changes focussing on clarification of language, order of pages and

The influence of social, individual and linguistic factors on children's performance in tasks of reading single words aloud / A Influência de fatores sociais, individuais e lingüísticos no desempenho de crianças na leitura em voz alta de palavras isoladas

Directory of Open Access Journals (Sweden)

Patrícia Silva Lúcio

2010-01-01

Full Text Available This study evaluates social, individual and linguistic factors in the performance of a single- word reading aloud task. A group of 1st to 4th grade school children from Belo Horizonte-MG (N = 333 read aloud 323 single words presented in a computer screen. Measures of reaction time (RT and error scores were collected. The Generalized Estimating Equations method exhibited the grapheme-phoneme and phoneme-grapheme regularity effect in reading and also showed an impact on the number of categories of regularity in this effect. No social factor was important to explain the results, but their mothers' education was correlated to the error scores (in opposite direction. There was no gender effect. Other factors rather than the traditional ones were also relevant, such as the age of reading acquisition and the verbal comprehension. The work brings important theoretical issues to cognitive reading assessment in Brazil.

A Study of Critical Thinking Training in the Army Contracting Workforce

Science.gov (United States)

2016-03-23

students to use critical thinking skills . The case method teaches students to evaluate ambiguous situations, make difficult choices, develop...effectiveness of critical thinking training in the DAU courses with critical thinking skills in the curriculum; • observations of students ...their observations of students ’ use of critical thinking skills . Figure 27 summarizes data on instructor comments on observed “

The influence of culture on the assessment of the importance of decision attributes ; Germany versus the Netherlands

NARCIS (Netherlands)

Heerkens, H.; Köster, Ch.; Ulijn, J.M.

2010-01-01

We investigate whether cultural differences between Dutch and German individual actors lead to different ways of assessing the importance of decision attributes (which may or may not lead to different attribute weights). During think-aloud sessions, German and Dutch students performed an importance

The influence of culture on the assessment of the importance of decision attributes; Germany versus the Netherlands

NARCIS (Netherlands)

Heerkens, Johannes M.G.; Koster, Christoph; Ulijn, Jan

2010-01-01

We investigate whether cultural differences between Dutch and German individual actors lead to different ways of assessing the importance of decision attributes (which may or may not lead to different attribute weights). During think-aloud sessions, German and Dutch students performed an importance

IT Project Management from a Systems Thinking Perspective

NARCIS (Netherlands)

van Eck, Pascal; Ponisio, Laura

2008-01-01

Purpose: We proposes a Systems Thinking approach to the study of IT project management and show how this approach helps project managers in controlling their projects. Systems Thinking is a holistic problem solving method in which system behaviour emerges from the interaction of system components.

A poster presentation as an evaluation method to facilitate reflective thinking skills in nursing education

OpenAIRE

M.M. Chabeli

2002-01-01

This article seeks to establish whether the poster presentation of a specific theme can facilitate the student’s thinking skills in nursing education. A qualitative, exploratory, descriptive and contextual research design where twenty students volunteered to take part in the study by signing an informed consent was followed. Descriptive naïve sketches were used for data collection followed by individual interviews to validate the findings. Data was analysed by means of the descriptive method ...

Let Your Users Do the Testing

DEFF Research Database (Denmark)

Bruun, Anders; Gull, Peter; Hofmeister, Lene

2009-01-01

Remote asynchronous usability testing is characterized by both a spatial and temporal separation of users and evaluators. This has the potential both to reduce practical problems with securing user attendance and to allow direct involvement of users in usability testing. In this paper, we report...... from an empirical study where we systematically compared three methods for remote asynchronous usability testing: user-reported critical incidents, forum-based online reporting and discussion, and diary-based longitudinal user reporting. In addition, conventional laboratory-based think-aloud testing...

Critical thinking of student nurses during clinical accompaniment.

Science.gov (United States)

Uys, B Y; Meyer, S M

2005-08-01

The purpose of this study was to investigate the methods of clinical accompaniment used by clinical facilitators in practice. The findings of the study also reflected facilitators' perceptions regarding critical thinking and the facilitation thereof. A quantitative research design was used. A literature study was conducted to identify the methods of accompaniment that facilitate critical thinking. Data was collected by means of a questionnaire developed for that purpose. Making a content-related validity judgment, and involving seven clinical facilitators in an academic institution, ensured the validity of the questionnaire. The results of the study indicated that various clinical methods of accompaniment were used. To a large extent, these methods correlated with those discussed in the literature review. The researcher further concluded that the concepts 'critical thinking' and 'facilitation' were not interpreted correctly by the respondents, and would therefore not be implemented in a proper manner in nursing practice. Furthermore, it seemed evident that tutor-driven learning realised more often than student-driven learning. In this regard, the requirement of outcomes-based education was not satisfied. The researcher is therefore of the opinion that a practical programme for the development of critical thinking skills during clinical accompaniment must be developed within the framework of outcomes-based education.

Development of a prototype continuity of care record with context-specific links to meet the information needs of case managers for persons living with HIV.

Science.gov (United States)

Schnall, Rebecca; Cimino, James J; Bakken, Suzanne

2012-08-01

(1) To develop a prototype Continuity of Care Record (CCR) with context-specific links to electronic HIV information resources; and (2) to assess case managers' perceptions regarding the usability of the prototype. We integrated context-specific links to HIV case management information resources into a prototype CCR using the Infobutton Manager and Librarian Infobutton Tailoring Environment (LITE). Case managers (N=9) completed a think-aloud protocol and the Computer System Usability Questionnaire (CSUQ) to evaluate the usability of the prototype. Verbalizations from the think-aloud protocol were summarized using thematic analysis. CSUQ data were analyzed with descriptive statistics. Although participants expressed positive comments regarding the usability of the prototype, the think-aloud protocol also identified the need for improvement in resource labels and for additional resources. On a scale ranging from 1 (strongly agree) to 7 (strongly disagree), the average CSUQ overall satisfaction was 2.25 indicating that users (n=9) were generally satisfied with the system. Mean CSUQ factor scores were: System Usefulness (M=2.13), Information Quality (M=2.46), and Interface Quality (M=2.26). Our novel application of the Infobutton Manager and LITE in the context of case management for persons living with HIV in community-based settings resulted in a prototype CCR with infobuttons that met the majority of case managers' information needs and received relatively positive usability ratings. Findings from this study inform future integration of context-specific links into CCRs and electronic health records and support their use for meeting end-users information needs. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

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…

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.

Critical thinking of student nurses during clinical accompaniment

OpenAIRE

BY Uys; SM Meyer

2005-01-01

The purpose of this study was to investigate the methods of clinical accompaniment used by clinical facilitators in practice. The findings of the study also reflected facilitators’ perceptions regarding critical thinking and the facilitation thereof. A quantitative research design was used. A literature study was conducted to identify the methods of accompaniment that facilitate critical thinking. Data was collected by means of a questionnaire developed for that purpose. Making a content-rela...

Interference thinking in constructing students’ knowledge to solve mathematical problems

Science.gov (United States)

Jayanti, W. E.; Usodo, B.; Subanti, S.

2018-04-01

This research aims to describe interference thinking in constructing students’ knowledge to solve mathematical problems. Interference thinking in solving problems occurs when students have two concepts that interfere with each other’s concept. Construction of problem-solving can be traced using Piaget’s assimilation and accommodation framework, helping to know the students’ thinking structures in solving the problems. The method of this research was a qualitative method with case research strategy. The data in this research involving problem-solving result and transcripts of interviews about students’ errors in solving the problem. The results of this research focus only on the student who experience proactive interference, where student in solving a problem using old information to interfere with the ability to recall new information. The student who experience interference thinking in constructing their knowledge occurs when the students’ thinking structures in the assimilation and accommodation process are incomplete. However, after being given reflection to the student, then the students’ thinking process has reached equilibrium condition even though the result obtained remains wrong.

Assessing System Thinking through Different Concept-Mapping Practices

Science.gov (United States)

Brandstadter, Kristina; Harms, Ute; Grossschedl, Jorg

2012-01-01

System thinking is usually investigated by using questionnaires, video analysis, or interviews. Recently, concept-mapping (CM) was suggested as an adequate instrument for analysing students' system thinking. However, there are different ways with which to use this method. Therefore, the purpose of this study was to examine whether particular…

Cultivating Critical Thinking in the Clinical Learning Environment.

Science.gov (United States)

Behar-Horenstein, Linda S.; Dolan, Teresa A.; Courts, Frank J.; Mitchell, Gail S.

2000-01-01

Used qualitative research methods to assess the frequency and nature of teaching critical thinking skills in the University of Florida College of Dentistry predoctoral student clinics. Observation of 13 faculty and 44 students in six clinics found critical thinking skills were infrequently taught and teacher-dominated instruction predominated.…

Examining Associations between Reading Motivation and Inference Generation beyond Reading Comprehension Skill

Science.gov (United States)

Clinton, Virginia

2015-01-01

The purpose of this study was to examine the associations between reading motivation and inference generation while reading. Undergraduate participants (N = 69) read two science articles while thinking aloud, completed a standardized reading comprehension assessment, and self reported their habitual reading motivation. Findings indicate that…

Researching trust in Wikipedia

NARCIS (Netherlands)

Lucassen, T.; Schraagen, Johannes Martinus Cornelis

2011-01-01

As the use of collaborative online encyclopedias such as Wikipedia grows, so does the need for research on how users evaluate its credibility. In this paper we compare three experimental approaches to study trust in Wikipedia, namely think aloud, eye-tracking, and online questionnaires. The

Investigating Teachers' Exploration of a Professional Development Website: An Innovative Approach to Understanding the Factors that Motivate Teachers to Use Internet-Based Resources

Science.gov (United States)

Beach, Pamela; Willows, Dale

2014-01-01

This qualitative study examined an innovative methodology, combining screen capture technology and a retrospective think aloud, for exploring the use of Internet-based resources by elementary teachers. Pre-service and in-service teachers explored "The Balanced Literacy Diet," a free, interactive, and evidenced-informed professional…

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

NARCIS (Netherlands)

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

2016-01-01

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

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

Science.gov (United States)

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

2018-01-01

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

Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course.

Science.gov (United States)

Gholami, Mohammad; Moghadam, Parastou Kordestani; Mohammadipoor, Fatemeh; Tarahi, Mohammad Javad; Sak, Mandana; Toulabi, Tahereh; Pour, Amir Hossein Hossein

2016-10-01

Problem-based learning (PBL) is a method used to develop cognitive and metacognitive skills in nursing students. The present study was conducted to compare the effects of PBL and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course. The present study was conducted with a quasi-experimental, single group, pretest-posttest design. A group of third-year nursing students (n=40) were recruited from Khorramabad School of Nursing and Midwifery in the west of Iran. The lecture method was used in one group over the first eight weeks of the first semester and PBL was adopted in the second eight weeks. Standardized self-report questionnaires including The California Critical Thinking Skills Test-B (CCTST-B) and the Metacognitive Awareness Inventory (MAI) were administered before and after the use of each of the instruction methods. Data were analyzed in SPSS using the paired t-test. No significant changes were observed in the students' critical thinking skills and metacognitive awareness after performing the lecture method. However, a significant increase was observed in the overall critical thinking score (Pmethod. Copyright © 2016 Elsevier Ltd. All rights reserved.

Content analysis of medical students' seminars: a unique method of analyzing clinical thinking.

Science.gov (United States)

Takata, Yukari; Stein, Gerald H; Endo, Kuniyuki; Arai, Akiko; Kohsaka, Shun; Kitano, Yuka; Honda, Hitoshi; Kitazono, Hidetaka; Tokunaga, Hironobu; Tokuda, Yasuharu; Obika, Mikako; Miyoshi, Tomoko; Kataoka, Hitomi; Terasawa, Hidekazu

2013-12-01

The study of communication skills of Asian medical students during structured Problem-based Learning (PBL) seminars represented a unique opportunity to assess their critical thinking development. This study reports the first application of the health education technology, content analysis (CA), to a Japanese web-based seminar (webinar). The authors assigned twelve randomly selected medical students from two universities and two clinical instructors to two virtual classrooms for four PBL structured tutoring sessions that were audio-video captured for CA. Both of the instructors were US-trained physicians. This analysis consisted of coding the students' verbal comments into seven types, ranging from trivial to advanced knowledge integration comments that served as a proxy for clinical thinking. The most basic level of verbal simple responses accounted for a majority (85%) of the total students' verbal comments. Only 15% of the students' comments represented more advanced types of critical thinking. The male students responded more than the female students; male students attending University 2 responded more than male students from University 1. The total mean students' verbal response time for the four sessions with the male instructor was 6.9%; total mean students' verbal response time for the four sessions with the female instructor was 19% (p thinking for medical students. This report may stimulate improvements for implementation.

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.

Thinking Like a Nurse and Perceived Readiness for Professional Practice: A Mixed Methods Study

Science.gov (United States)

Bowdoin, Carol

2014-01-01

Thinking like a nurse (TLN) has been identified as a core competency of professional nursing practice. The term embraces the full context of the daily metacognitive process nurses use to provide competent nursing care and was theorized in this study to have four attributes: critical thinking, clinical judgment, moral reasoning, and professional…

Instructional Model and Thinking Skill in Chemistry Class

Science.gov (United States)

Langkudi, H. H.

2018-02-01

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

Visual Thinking Strategies = Creative and Critical Thinking

Science.gov (United States)

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

2013-01-01

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

Critical thinking dispositions among newly graduated nurses

Science.gov (United States)

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

A Comparison of Case Study and Traditional Teaching Methods for Improvement of Oral Communication and Critical-Thinking Skills

Science.gov (United States)

Noblitt, Lynnette; Vance, Diane E.; Smith, Michelle L. DePoy

2010-01-01

This study compares a traditional paper presentation approach and a case study method for the development and improvement of oral communication skills and critical-thinking skills in a class of junior forensic science majors. A rubric for rating performance in these skills was designed on the basis of the oral communication competencies developed…

Capturing Thoughts, Capturing Minds?

DEFF Research Database (Denmark)

Nielsen, Janni

2004-01-01

Think Aloud is cost effective, promises access to the user's mind and is the applied usability technique. But 'keep talking' is difficult, besides, the multimodal interface is visual not verbal. Eye-tracking seems to get around the verbalisation problem. It captures the visual focus of attention...

Visual Invention and the Composition of Scientific Research Graphics: A Topological Approach

Science.gov (United States)

Walsh, Lynda

2018-01-01

This report details the second phase of an ongoing research project investigating the visual invention and composition processes of scientific researchers. In this phase, four academic researchers completed think-aloud protocols as they composed graphics for research presentations; they also answered follow-up questions about their visual…

Problem Solving and the Development of Expertise in Management.

Science.gov (United States)

Lash, Fredrick B.

This study investigated novice and expert problem solving behavior in management to examine the role of domain specific knowledge on problem solving processes. Forty-one middle level marketing managers in a large petrochemical organization provided think aloud protocols in response to two hypothetical management scenarios. Protocol analysis…

76 FR 77766 - Submission for OMB Review; Comment Request

Science.gov (United States)

2011-12-14

... Number: 3170-XXXX. Type of Review: Emergency Clearance Request. Title: Qualitative Testing of Mortgage... think-aloud interviews, to inform its design, development and implementation of the required forms. The... loan. The data collection will include: Consent forms that will be used to obtain the consent of...

Global Access through Languages. Dimension '96. Selected Proceedings of the Joint Conference of the Southern Conference on Language Teaching and the Alabama Association of Foreign Language Teachers (Mobile, Alabama, 1996).

Science.gov (United States)

Terry, Robert M., Ed.

Six conference papers are presented in this volume. They include: "Living Civilization: a Theoretical Model for Using Task-Based Activities To Combine the Teaching of Language and Culture" (Sharon Gwinn Scinicariello); "Foreign Language Reading versus Understanding: Using Think-Aloud Protocols To Identify L2 Reading Problems"…

The effect of nonhuman’s external regulation on detecting the natural development process of young children’s self-regulation during learning tasks

NARCIS (Netherlands)

Agina, Adel Masaud; Agina, Adel M.; Kommers, Petrus A.M.; Steehouder, M.F.

2011-01-01

The present study explored the effect of nonhuman’s external regulation on children’s natural development of self-regulation and the effect of each natural developed class on children’s spontaneous thinking aloud and satisfaction. The Aginian’s methodology (Agina et al., 2011a) that relied on

Active Learning Strategies in Face-to-Face Courses. IDEA Paper #53

Science.gov (United States)

Millis, Barbara J.

2012-01-01

As numerous research studies suggest, teachers who desire increased student learning should adopt active learning. This article explores the research, defines active learning, discusses its value, offers suggestions for implementing it, and provides six concrete examples of active learning approaches: Thinking-Aloud Pair Problem-Solving;…

Measuring the relative importance of strategic thinking dimensions in relation to counterproductive behavior

Directory of Open Access Journals (Sweden)

Afsaneh Zamani Moghaddam

2013-11-01

Full Text Available The purpose of this paper is to explore the relative importance of strategic thinking dimensions in prediction of counter-productive behavior. The research method is based on a descriptive- Survey research. After collecting the questionnaires from 73 top managers and 110 staffs, the correlations between strategic thinking dimensions and counterproductive behavior were calculated. The relative importance method was used to calculate the relative weight of each dimension of strategic thinking in prediction of counterproductive behaviors. The results show that the strategic thinking of top managers is associated with their counterproductive behavior (correlation coefficient -0.38. Furthermore, The results of the Relative Importance Method indicate that the relative importance of each dimension of strategic thinking in prediction of counterproductive behavior is not the same. System perspective with 31.1% has the highest importance and hypothesis driven with 11.7% has the lowest weight. Intent focus, thinking in time and intelligent opportunism predict 14.1%, 13.3%, and 29.8% of counter-productive changes, respectively.

Affordances in Mobile Augmented Reality Applications

Directory of Open Access Journals (Sweden)

Tor Gjøsæter

2014-10-01

Full Text Available This paper explores the affordances of augmented reality content in a mobile augmented reality application. A user study was conducted by performing a multi-camera video recording of seven think aloud sessions. The think aloud sessions consisted of individual users performing tasks, exploring and experiencing a mobile augmented reality (MAR application we developed for the iOS platform named ARad. We discuss the instrumental affordances we observed when users interacted with augmented reality content, as well as more complex affordances rising from conventions from media content, AR and the traditional WIMP paradigm. We find that remediation of traditional newspaper content through the MAR medium can provide engaging, pleasing and exciting user experiences. However, the some of the content still suffers from being shoveled onto the MAR platform without adapting it properly. Finally, we discuss what content was most successfully mediated to the user and how the content impacts the user experience.

[A seminar for thinking?].

Science.gov (United States)

Touzet, Patrick

2014-01-01

The sociopolitical context in which we carry out our caregiving profession influences our methods of working. In our world marked by rationalism, thinking about care, in the framework of a seminar, is a way of engaging ourselves and of not simply becoming a functionary of care.

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

Science.gov (United States)

McDonald, Scott Douglas

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…

Creating Innovative Research Designs: The 10-Year Methodological Think Tank Case Study

Science.gov (United States)

Katerndahl, David; Crabtree, Benjamin

2006-01-01

PURPOSE Addressing important but complex research questions often necessitates the creation of innovative mixed methods designs. This report describes an approach to developing research designs for studying important but methodologically challenging research questions. METHODS The Methodological Think Tank has been held annually in conjunction with the Primary Care Research Methods and Statistics Conference in San Antonio since 1994. A group of 3 to 4 methodologists with expertise balanced between quantitative and qualitative backgrounds is invited by the think tank coordinators to serve on a 2-day think tank to discuss a research question selected from those submitted in response to a call for proposals. During the first half-day, these experts explore the content area with the investigator, often challenging beliefs and assumptions. During the second half-day, the think tank participants systematically prune potential approaches until a desirable research method is identified. RESULTS To date, the most recent 7 think tanks have produced fundable research designs, with 1 being funded by a K award and 4 by R01 grants. All participating investigators attributed much of their success to think tank participation. Lessons learned include (1) the importance of careful selection of participating methodologists, (2) all think tank communities of inquiry must go through 4 stages of development from pseudocommunity to community, and (3) the critical importance of listening by the investigator. CONCLUSION Researchers and academic departments could use this process locally to develop innovative research designs. PMID:17003146

TECHNIQUES AND FACTORS CONTRIBUTING TO DEVELOPING CRITICAL THINKING SKILLS

Directory of Open Access Journals (Sweden)

Irina Vladimirovna Glukhova

2015-01-01

Full Text Available The paper deals with the issue of working out and introduction in educational process of higher educational institutions of the innovative technology for developing skills of critical thinking skills of the future specialists. Research is aimed at revealing of the factors promoting formation of students’ critical thinking in high schools; the search of strategy and the receptions actualizing creative abilities of students and helping to formation of an active, independent person. The author gives the reasoned proving that it’s necessary to set up the creative educational environment and adjustment of positive dialogue between the teacher and the trainee for education of such person, development of abilities of an objective reflection, interpretation of the phenomena, formulations of adequate conclusions, well-founded evaluating. Methods. The methods involve the analysis of the philosophical, psychology-pedagogical, methodical literature and the scientific periodical publications; generalisation of the Russian and foreign background, classification and arrangement of the considered issues, supervision. Results. Current approaches to the rendering of critical thinking and a problem of its formation in the scientific literature are considered; the concept «the creative educational environment» is specified; the ways of increasing the educational process efficiency are shown. Scientific novelty. The complex of procedures and the conditions promoting effective development of critical thinking skills is theoretically proved on the basis of the analysis of various information sources. Practical significance. The research outcomes and the recommended methods of critical thinking skills formation can be useful for the professors and lecturers of higher education institutions to optimize subject matter selection, techniques and methods of education under the conditions of dynamically updated educational process. 

HIGHER ORDER THINKING IN TEACHING GRAMMAR

Directory of Open Access Journals (Sweden)

Citra Dewi

2017-04-01

Full Text Available The aim of this paper discussed about how to enhance students’ higher order thinking that should be done by teacher in teaching grammar. Usually teaching grammar was boring and has the same way to learn like change the pattern of sentence into positive, negative and introgative while the students’ need more various way to develop their thinking. The outcome of students’ competence in grammar sometimes not sufficient enough when the students’ occured some test international standart like Test of English Foreign Language, International English Language Testing. Whereas in TOEFL test it needed higher order thinking answer, so teacher should develop students’ higher order thingking in daily teaching grammar in order to make the students’ enhance their thinking are higher. The method was used in this paper by using field study based on the experience of teaching grammar. It can be shown by students’ toefl score was less in stucture and written expression. The result of this paper was after teacher gave some treatments to enhance students’ higher order thinking in teaching grammar, the students’ toefl scores are sufficient enough as a part of stucture and written expression. It can concluded that it needed some strategies to enhancce students higher order thinking by teaching grammar it can make students’ higher toefl score. Teachers should be creative and inovative to teach the students’ started from giving the students’ question or test in teaching grammar.

Caring behaviours directly and indirectly affect nursing students' critical thinking.

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Chen, Shu-Yueh; Chang, Hsing-Chi; Pai, Hsiang-Chu

2018-03-01

The purpose of this study was to determine the effect of caring behaviours on critical thinking and to examine whether self-reflection mediates the effect of caring on critical thinking. We also tested whether caring behaviours moderated the relationship between self-reflection and critical thinking. For this descriptive, correlational, cross-sectional study, we recruited 293 fifth-year nursing students from a junior college in southern Taiwan. Data were collected in 2014 on critical thinking, caring behaviours and self-reflection with insight using the Taiwan Critical Thinking Disposition Inventory, a Chinese version of the Caring Assessment Report Evaluation Q-sort, and a Chinese version of the Self-Reflection and Insight Scale, respectively. Relationships among variables were analysed by structural equation modelling, with the partial least squares method and Sobel test. The results showed that caring behaviours significantly positively affected critical thinking (β = 0.56, t = 12.37, p critical thinking (β = 0.34, t = 6.48, p critical thinking. Caring behaviours did not, however, moderate the relationship between self-reflection (β = 0.001, t = 0.021, p > 0.05) and critical thinking. Caring behaviours directly affect self-reflection with insight and critical thinking. In addition, caring behaviours also indirectly affect critical thinking through self-reflection and insight. © 2017 Nordic College of Caring Science.

Critical Thinking in Social Work Education: A Research Synthesis

Science.gov (United States)

Samson, Patricia L.

2016-01-01

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

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. ...

Student’s critical thinking skills in authentic problem based learning

Science.gov (United States)

Yuliati, L.; Fauziah, R.; Hidayat, A.

2018-05-01

This study aims to determine students’ critical thinking skills in authentic problem based learning, especially on geometric optics. The study was conducted at the vocational school. The study used a quantitative descriptive method with the open question to measure critical thinking skills. The indicators of critical thinking skills measured in this study are: formulating problems, providing simple answers, applying formulas and procedures, analyzing information, making conclusions, and synthesizing ideas. The results showed that there was a positive change in students’ critical thinking skills with the average value of N-Gain test is 0.59 and effect size test is 3.73. The critical thinking skills of students need to be trained more intensively using authentic problems in daily life.

Accountability in Grading Student Work: Securing Academic Standards in a Twenty-First Century Quality Assurance Context

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Bloxham, Sue; Boyd, Pete

2012-01-01

This article, using a student outcomes definition of academic standards, reports on academics' sense of standards as enacted through marking practices. Twelve lecturers from two UK universities were asked to "think aloud" as they graded written assignments followed by a semi-structured interview. The interview data were used to…

"I don't get it." Response difficulties in answering political attitude questions in Voting Advice Applications

NARCIS (Netherlands)

Kamoen, N.|info:eu-repo/dai/nl/314011951; Holleman, B.C.|info:eu-repo/dai/nl/183083547

2017-01-01

Study 1 is a think-aloud study among 60 VAA users. The SPSS datafile lists the questions and the verbalizations coresponding to comprehension problems and their categorization. Study 2 is an analysis of all answers provided by over 350,000 respondents during the Municipal Elections of 2014. These

Verbal Reports as Data.

Science.gov (United States)

Ericsson, K. Anders; Simon, Herbert A.

1980-01-01

Accounting for verbal reports requires explication of the mechanisms by which the reports are generated and influenced by experimental factors. We discuss different cognitive processes underlying verbalization and present a model of how subjects, when asked to think aloud, verbalize information from their short-term memory. (Author/GDC)

Twelve Middle-School Teachers' Planning.

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Brown, Deborah Sardo

1988-01-01

Case studies described 12 middle-school teachers' instructional yearly, unit, weekly, and daily planning on the basis of a background questionnaire, interview protocols, an analysis of written plans, think-aloud typescripts, and a questionnaire. A process model best characterized teachers long-term planning, while an agenda-formulation model fit…

Do Learners Notice Enhanced Forms While Interacting with the L2? An Online and Offline Study of the Role of Written Input Enhancement in L2 Reading.

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Leow, Ronald P.

2001-01-01

Think-aloud protocols were gathered to establish that first-year college level participants noticed targeted linguistic forms (Spanish formal imperatives) while reading an enhanced or unenhanced text. Suggests there are no significant benefits of written input enhancement over unenhanced written input for the amount of reported noticing of Spanish…

"To Gloss or Not To Gloss": An Investigation of Reading Comprehension Online.

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Lomika, Lara L.

1998-01-01

Investigated effects of multimedia reading software on reading comprehension. Twelve college students enrolled in a second semester French course were instructed to think aloud during reading of text on the computer screen. They read text under one of three conditions: full glossing, limited glossing, no glossing. Suggests computerized reading…

A concept analysis of critical thinking: A guide for nurse educators.

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Von Colln-Appling, Christina; Giuliano, Danielle

2017-02-01

In research literature, the concept of critical thinking has been widely utilized in nursing education. However, critical thinking has been defined and evaluated using a variety of methods. This paper presents a concept analysis to define and clarify the concept of critical thinking to provide a deeper understanding of how critical thinking can be incorporated into nursing education through the use of simulation exercises. A theoretical definition and sample cases were developed to illuminate the concept as well as a discussion of the antecedents, consequences, and empirical referents of critical thinking. Copyright © 2016 Elsevier Ltd. All rights reserved.

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.

Thinking Chinese Translation A Course in Translation Method; Chinese to English

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Valerie, Pellatt

2010-01-01

Suitable for advanced undergraduates and postgraduate students of Chinese. "Thinking Chinese Translation", this book explores the ways in which memory, general knowledge, and creativity (summed up as 'schema') contribute to the linguistic ability necessary to create a good translation

LEAN thinking in Finnish healthcare.

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

2016-01-01

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

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

Conflict monitoring in dual process theories of thinking.

Science.gov (United States)

De Neys, Wim; Glumicic, Tamara

2008-03-01

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

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.

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...

An Integrative Review of the Concealed Connection: Nurse Educators' Critical Thinking.

Science.gov (United States)

Raymond, Christy; Profetto-McGrath, Joanne; Myrick, Florence; Strean, William B

2017-11-01

The role of nurse educators in the development of students' critical thinking has been overlooked despite the emphasized need for effective teaching methods. An integrative review was performed to examine both quantitative and qualitative research published from 2000 to 2015 related to nurse educators' critical thinking. Many barriers and facilitators existing on individual, interpersonal, and contextual levels affected nurse educators' critical thinking. Various tools have been used to measure nurse educators' critical thinking. This review also highlighted the continued lack of a consensus definition of critical thinking and the limited presence of conceptual models to guide the use of critical thinking in nursing education. Continued examination of nurse educators' critical thinking is needed, given the limited number of studies that have been completed. Much needs to be explored further, including conceptualizations of critical thinking and confirmation of emerging themes identified in this review. [J Nurs Educ. 2017;56(11):648-654.]. © 2017 Raymond, Profetto-McGrath, Myrick, et al.

Replication protocol analysis: a method for the study of real-world design thinking

DEFF Research Database (Denmark)

Galle, Per; Kovacs, L. B.

1996-01-01

’ is refined into a method called ‘replication protocol analysis’ (RPA), and discussed from a methodological perspective of design research. It is argued that for the study of real-world design thinking this method offers distinct advantages over traditional ‘design protocol analysis’, which seeks to capture......Given the brief of an architectural competition on site planning, and the design awarded the first prize, the first author (trained as an architect but not a participant in the competition) produced a line of reasoning that might have led from brief to design. In the paper, such ‘design replication...... the designer’s authentic line of reasoning. To illustrate how RPA can be used, the site planning case is briefly presented, and part of the replicated line of reasoning analysed. One result of the analysis is a glimpse of a ‘logic of design’; another is an insight which sheds new light on Darke’s classical...

The Role of Reading Strategies in Integrated L2 Writing Tasks

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Plakans, Lia

2009-01-01

Integrated second-language writing tasks elicit writing performances that involve other abilities such as reading or listening. Thus, understanding the role of these other abilities is necessary for interpreting performance on such tasks. This study used an inductive analysis of think-aloud protocol data and interviews to uncover the reading…

L2 Reading in Thailand: Vocational College Students' Application of Reading Strategies to Their Reading of English Texts

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Kasemsap, Bharani; Lee, Hugo Yu-Hsiu

2015-01-01

This study aims to explore the application of reading strategies to the reading of English texts by Thai vocational college students. Data were collected via questionnaire surveys, think-aloud experiments and semi-structured interviews. The research results reveal different typologies of reading strategies adopted by lower and higher level English…

Influence of the context of learning a language on the strategic competence of children

NARCIS (Netherlands)

Le Pichon-Vorstman, E.M.M.; de Swart, H.E.; Vorstman, J.A.S.; van den Bergh, H.H.

2010-01-01

The present study was set up to evaluate the extent to which the context in which a foreign language is learned can influence the strategic competence of children. To assess this we conducted a series of think aloud protocols with 101 children. We compared children who have learned an additional

How Do Chinese ESL Learners Recognize English Words during a Reading Test? A Comparison with Romance-Language-Speaking ESL Learners

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Li, Hongli; Suen, Hoi K.

2015-01-01

This study examines how Chinese ESL learners recognize English words while responding to a multiple-choice reading test as compared to Romance-language-speaking ESL learners. Four adult Chinese ESL learners and three adult Romance-language-speaking ESL learners participated in a think-aloud study with the Michigan English Language Assessment…

A Multidirectional Model for Assessing Learning Disabled Students' Intelligence: An Information-Processing Framework.

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Swanson, H. Lee

1982-01-01

An information processing approach to the assessment of learning disabled students' intellectual performance is presented. The model is based on the assumption that intelligent behavior is comprised of a variety of problem- solving strategies. An account of child problem solving is explained and illustrated with a "thinking aloud" protocol.…

Reading Sacred Texts in the Classroom: The Alignment between Students and Their Teacher's Interpretive Stances When Reading the Hebrew Bible

Science.gov (United States)

Hassenfeld, Ziva R.

2016-01-01

This study investigated the voices of students interpreting Hebrew Bible texts in one fourth-grade classroom. Through think-alouds on the Biblical text with each student, exit interviews, teacher interviews, and classroom observations, this study found that those students whose interpretive stances were more aligned with the teacher's were given…

Cognitive Interviewing: A Qualitative Tool for Improving Questionnaires in Sport Science

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Dietrich, Hanno; Ehrlenspiel, Felix

2010-01-01

Cognitive models postulate that respondents to a questionnaire follow a four-stage process when answering a question: comprehension, memory retrieval, decision, and response. Cognitive interviewing is a qualitative tool to gain insight into this process by means of letting respondents think aloud or asking them specific questions (Willis, 2005).…

Building the Foundation for Close Reading with Developing Readers

Science.gov (United States)

Baker, Sheila F.; McEnery, Lillian

2017-01-01

Close Reading utilizes several strategies to help readers think more critically about a text. Close reading can be performed within the context of shared readings, read-alouds by the teacher, literature discussion groups, and guided reading groups. Students attempting to more closely read difficult texts may benefit from technologies and platforms…

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

Science.gov (United States)

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

2017-01-01

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

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

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

2015-01-01

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

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

Advances in research methods for information systems research data mining, data envelopment analysis, value focused thinking

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Osei-Bryson, Kweku-Muata

2013-01-01

Advances in social science research methodologies and data analytic methods are changing the way research in information systems is conducted. New developments in statistical software technologies for data mining (DM) such as regression splines or decision tree induction can be used to assist researchers in systematic post-positivist theory testing and development. Established management science techniques like data envelopment analysis (DEA), and value focused thinking (VFT) can be used in combination with traditional statistical analysis and data mining techniques to more effectively explore

The eye-voice span during reading aloud

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Jochen eLaubrock

2015-09-01

Full Text Available Although eye movements during reading are modulated by cognitive processing demands, they also reflect visual sampling of the input, and possibly preparation of output for speech or the inner voice. By simultaneously recording eye movements and the voice during reading aloud, we obtained an output measure that constrains the length of time spent on cognitive processing. Here we investigate the dynamics of the eye-voice span (EVS, the distance between eye and voice. We show that the EVS is regulated immediately during fixation of a word by either increasing fixation duration or programming a regressive eye movement against the reading direction. EVS size at the beginning of a fixation was positively correlated with the likelihood of regressions and refixations. Regression probability was further increased if the EVS was still large at the end of a fixation: if adjustment of fixation duration did not sufficiently reduce the EVS during a fixation, then a regression rather than a refixation followed with high probability. We further show that the EVS can help understand cognitive influences on fixation duration during reading: in mixed model analyses, the EVS was a stronger predictor of fixation durations than either word frequency or word length. The EVS modulated the influence of several other predictors on single fixation durations. For example, word-N frequency effects were larger with a large EVS, especially when word N-1 frequency was low. Finally, a comparison of single fixation durations during oral and silent reading showed that reading is governed by similar principles in both reading modes, although EVS maintenance and articulatory processing also cause some differences. In summary, the eye-voice span is regulated by adjusting fixation duration and/or by programming a regressive eye movement when the eye-voice span gets too large. Overall, the EVS appears to be directly related to updating of the working memory buffer during reading.

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.

Refractive Thinking Profile In Solving Mathematical Problem Reviewed from Students Math Capability

Science.gov (United States)

Maslukha, M.; Lukito, A.; Ekawati, R.

2018-01-01

Refraction is a mental activity experienced by a person to make a decision through reflective thinking and critical thinking. Differences in mathematical capability have an influence on the difference of student’s refractive thinking processes in solving math problems. This descriptive research aims to generate a picture of refractive thinking of students in solving mathematical problems in terms of students’ math skill. Subjects in this study consisted of three students, namely students with high, medium, and low math skills based on mathematics capability test. Data collection methods used are test-based methods and interviews. After collected data is analyzed through three stages that are, condensing and displaying data, data display, and drawing and verifying conclusion. Results showed refractive thinking profiles of three subjects is different. This difference occurs at the planning and execution stage of the problem. This difference is influenced by mathematical capability and experience of each subject.

Beyond statistical methods: teaching critical thinking to first-year university students

Science.gov (United States)

David, Irene; Brown, Jennifer Ann

2012-12-01

We discuss a major change in the way we teach our first-year statistics course. We have redesigned this course with emphasis on teaching critical thinking. We recognized that most of the students take the course for general knowledge and support of other majors, and very few are planning to major in statistics. We identified the essential aspects of a first-year statistics course, given this student mix, focusing on a simple question, 'Given this is the last chance you have to teach statistics, what are the essential skills students need?' We have moved from thinking about statistics skills needed for a statistician to skills needed to participate in today's society. We have changed the way we deliver the course with less emphasis on lectures and more on alternative resources including on-line tutorials, Excel, computer-based skills testing, web-based learning materials and smaller group activities such as study groups and example classes. Feedback from students shows that they are very receptive and enthusiastic.

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

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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 Study on "Distinction of the Problem" as the Scientific Thinking : Development of the Teaching Method in Elementary School Science

OpenAIRE

川﨑, 弘作; 松浦, 拓也; 中山, 貴司

2013-01-01

The purpose of this study is to devise the teaching method to develop the ability to distinguish whether we can investigate the problem. We call it "distinction of the problem". The teaching method has two features: (1) Letting them distinguish whether they can investigate the problem in a problem setting scene, (2) Letting them use the worksheet about the way of thinking to distinguish the problem. This teaching method was administered to the 64 sixth graders to investigate the availability ...

Critical thinking and creativity in nursing: learners' perspectives.

Science.gov (United States)

Chan, Zenobia C Y

2013-05-01

Although the development of critical thinking and the development of creativity are major areas in nursing programme, little has been explored about learners' perspectives towards these two concepts, especially in Chinese contexts. This study aimed to reveal nursing learners' perspectives on creativity and critical thinking. Qualitative data collection methods were adopted, namely group interviews and concept map drawings. The process of data collection was conducted in private rooms at a University. 36 nursing students from two problem-based learning classes were recruited in two groups for the study. After data collection, content analysis with axial coding approach was conducted to explore the narrative themes, to summarise the main ideas, and to make valid inferences from the connections among critical thinking, creativity, and other exogenous variables. Based on the findings, six major themes were identified: "revisiting the meanings of critical thinking"; "critical thinking and knowledge: partners or rivals?"; "is critical thinking criticising?"; "revising the meanings of creativity"; "creativity and experience: partners or rivals?"; and "should creativity be practical?". This study showed that learners had diverse perspectives towards critical thinking and creativity, and their debate on these two domains provided implications on nursing education, since the voices of learners are crucial in teaching. By closing the gap between learners and educators, this study offered some insights on nursing education in the new curriculum, in particular to co-construct nursing knowledge which is student-driven, and to consider students' voices towards understanding and applying creativity and critical thinking in nursing. Copyright © 2012 Elsevier Ltd. All rights reserved.

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.

Thought and from Thinking Analysis to Experiment De sign

Directory of Open Access Journals (Sweden)

Nihat Aycan

2016-08-01

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

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...

Promoting Systems Thinking through Biology Lessons

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Riess, Werner; Mischo, Christoph

2010-01-01

This study's goal was to analyze various teaching approaches within the context of natural science lessons, especially in biology. The main focus of the paper lies on the effectiveness of different teaching methods in promoting systems thinking in the field of Education for Sustainable Development. The following methods were incorporated into the…

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.

Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates' Essay Writing

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Diaz Larenas, Claudio; Ramos Leiva, Lucía; Ortiz Navarrete, Mabel

2017-01-01

This paper reports on a study about the rhetoric, metacognitive, and cognitive strategies pre-service teachers use before and after a process-based writing intervention when completing an argumentative essay. The data were collected through two think-aloud protocols while 21 Chilean English as a foreign language pre-service teachers completed an…

Processes Utilized by High School Students Reading Scientific Text

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Clinger, Alicia Farr

2014-01-01

In response to an increased emphasis on disciplinary literacy in the secondary science classroom, an investigation of the literacy processes utilized by high school students while reading scientific text was undertaken. A think-aloud protocol was implemented to collect data on the processes students used when not prompted while reading a magazine…

Reading L2 Russian: The Challenges of the Russian-English Dictionary

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Comer, William J.

2014-01-01

This descriptive study examines when and how students use Russian-English dictionaries while reading informational texts in Russian and what success they have with word lookup. The study uses introspective verbal protocols (i.e., think-alouds) to follow how readers construct meaning from two texts while reading them for a limited time first…

The Connoisseurship of Conducting: A Qualitative Study of Exemplary Wind Band Conductors

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Barry, Nancy; Henry, Daniel

2015-01-01

This study aimed to gain an in-depth perspective through examining how the conducting pedagogy of three selected exemplary high school and college instrumental music conductors function within the context of an actual rehearsal. A typical rehearsal was video recorded, followed by a "think-aloud" session in which the conductor viewed the…

Second Language Learners' Use of Marginal Glosses

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O'Donnell, Mary E.

2012-01-01

The use of marginal reading glosses by 18 second language (L2) learners is examined through a quantitative and qualitative analysis of audiotaped think-aloud protocols. How these readers interact with the glosses is identified and divided into five categories or gloss interactions. Examples from each are presented. The primary research question…

Developing Expertise in Military Communications Planning: Do Verbal Reports Change with Experience?

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McIlroy, Rich C.; Stanton, Neville A.; Remington, Bob

2012-01-01

The purpose of this study was to investigate novices learning to use a mission planning system. Novice participants received one training session, followed by three test sessions. This was compared to expert performance. During the test sessions, all participants were required to "think aloud", based on Ericsson and Simon's (Ericsson, K.A. and…

Reading Comprehension Profiles of High-Functioning Students on the Autism Spectrum: A Grounded Theory

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Williamson, Pamela; Carnahan, Christina R.; Jacobs, Jennifer A.

2012-01-01

Using a constructivist grounded theory approach, this study sought to understand what influences reading comprehension and how meaning is made from text among high-functioning individuals with autism spectrum disorder (ASD). Using a think-aloud procedure, 13 individuals ages 7-13 with ASD read 16 passages at their instructional reading level.…

Lexical Inferencing in Reading L2 Russian

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Comer, William J.

2012-01-01

This study describes how intermediate-level first language English readers of Russian as a second language deploy lexical inferencing and other strategies when reading informational texts. Fifth-semester students of Russian performed think-alouds while reading two texts; one written for the general adult reader, and the other meant for school-age…

Translation among Symbolic Representations in Problem-Solving. Revised.

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Shavelson, Richard J.; And Others

This study investigated the relationships among the symbolic representation of problems given to students to solve, the mental representations they use to solve the problems, and the accuracy of their solutions. Twenty eleventh-grade science students were asked to think aloud as they solved problems on the ideal gas laws. The problems were…

There's More to the Multimedia Effect than Meets the Eye: Is Seeing Pictures Believing?

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Ögren, Magnus; Nyström, Marcus; Jarodzka, Halszka

2017-01-01

Textbooks in applied mathematics often use graphs to explain the meaning of formulae, even though their benefit is still not fully explored. To test processes underlying this assumed multimedia effect we collected performance scores, eye movements, and think-aloud protocols from students solving problems in vector calculus with and without graphs.…

Glosses, Comprehension, and Strategy Use

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Ko, Myong Hee

2005-01-01

This study, using both qualitative and quantitative measures, investigates how different types of gloss conditions affect Korean college students' reading comprehension. One hundred and six undergraduates at a university in Korea participated in the study. Twelve were assigned to think aloud, and the rest (ninety-four) took part in the main study…

Proficiency as a Variable in Gulf EFL Students' Employment of Reading Strategies

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Endley, Martin J.

2016-01-01

This paper reports a study of the reading strategies used by twelve Arabic-speaking undergraduates at a major Gulf university when reading texts in English. The procedure employed was a think-aloud protocol followed by a semi-structured interview. Three research questions were addressed: (a) What are the primary comprehension problems encountered…

A poster presentation as an evaluation method to facilitate reflective thinking skills in nursing education

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M.M. Chabeli

2002-09-01

Full Text Available This article seeks to establish whether the poster presentation of a specific theme can facilitate the student’s thinking skills in nursing education. A qualitative, exploratory, descriptive and contextual research design where twenty students volunteered to take part in the study by signing an informed consent was followed. Descriptive naïve sketches were used for data collection followed by individual interviews to validate the findings. Data was analysed by means of the descriptive method of open coding of Tesch (in Creswell, 1994:155. DENOSA’s ethical standards for research (1998:7 were considered.

The effects of critical thinking instruction on training complex decision making

NARCIS (Netherlands)

Helsdingen, A.S.; Bosch, K. van den; Gog, T. van; Merriënboer, J.J.G. van

2010-01-01

Objective : Two field studies assessed the effects of critical thinking instruction on training and transfer of a complex decision-making skill. Background : Critical thinking instruction is based on studies of how experienced decision makers approach complex problems. Method : Participants

Thinking is believing.

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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.

Vitalistic thinking in adults.

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Wilson, Stuart

2013-11-01

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

Think tanks in Denmark

DEFF Research Database (Denmark)

Blach-Ørsten, Mark; Kristensen, Nete Nørgaard

2016-01-01

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

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

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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…

Critical thinking dispositions of nursing students in Asian and non-Asian countries: a literature review.

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Salsali, Mahvash; Tajvidi, Mansooreh; Ghiyasvandian, Shahrzad

2013-09-26

Critical thinking disposition represents an inclination of a person to use possessed skills in relation to critical thinking. The trend of critical thinking has been described as inner motivation to solve problems and make decisions by thinking. In nursing as a practical profession, the concept of critical thinking dispositions is important component in helping to manage complex health situations and to deal with patient issues effectively. Willingness to think critically is a prerequisite for safe and subtly performance. The results of studies show critical thinking dispositions of nursing students in Asian countries are different from non-Asian countries. Aim of this literature review was to compare critical thinking dispositions of nursing students in Asian and non-Asian countries. Literature review was done in English and Persian databases. The results showed of the 795 articles published in English and Persian language that studied critical thinking, 73 ones studied critical thinking skills and dispositions in nursing education, and relationship between teaching methods and critical thinking skills and dispositions in nursing education of different countries. Fifteen of seventy three articles assessed critical thinking dispositions in nursing students. Limited studies showed that the Asian nursing students had mostly undermining score of the critical thinking dispositions, while non-Asian countries tend to positive scores. The reasons for these differences could be due to issues such as environmental, educational methods and cultural differences. However, future studies should measure critical thinking disposition by discipline-based tools.

Critical Thinking Dispositions of Nursing Students in Asian and Non-Asian Countries: A Literature Review

Science.gov (United States)

Salsali, Mahvash; Tajvidi, Mansooreh; Ghiyasvandian, Shahrzad

2013-01-01

Critical thinking disposition represents an inclination of a person to use possessed skills in relation to critical thinking. The trend of critical thinking has been described as inner motivation to solve problems and make decisions by thinking. In nursing as a practical profession, the concept of critical thinking dispositions is important component in helping to manage complex health situations and to deal with patient issues effectively. Willingness to think critically is a prerequisite for safe and subtly performance. The results of studies show critical thinking dispositions of nursing students in Asian countries are different from non-Asian countries. Aim of this literature review was to compare critical thinking dispositions of nursing students in Asian and non-Asian countries. Literature review was done in English and Persian databases. The results showed of the 795 articles published in English and Persian language that studied critical thinking, 73 ones studied critical thinking skills and dispositions in nursing education, and relationship between teaching methods and critical thinking skills and dispositions in nursing education of different countries. Fifteen of seventy three articles assessed critical thinking dispositions in nursing students. Limited studies showed that the Asian nursing students had mostly undermining score of the critical thinking dispositions, while non-Asian countries tend to positive scores. The reasons for these differences could be due to issues such as environmental, educational methods and cultural differences. However, future studies should measure critical thinking disposition by discipline-based tools. PMID:24171885

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.

Respiratory therapists and critical-thinking behaviors: a self-assessment.

Science.gov (United States)

Goodfellow, L T

2001-01-01

The purpose of this study was to assess critical-thinking behaviors of respiratory therapists through self-report. Using a quantitative survey research method, respiratory therapists rated themselves on seven critical thinking skills. The effects of personal variables on the self-assessments were also investigated. The respiratory therapists self-assessed their critical-thinking behaviors highest in the categories of prioritizing, troubleshooting, and communicating. Anticipating was self-assessed as the lowest-ranked critical-thinking behavior. Age and educational level were found to have no effect on the self-assessed behaviors, while years of experience in respiratory care and gender were found to affect self-assessed troubleshooting, decision making, and anticipating. The results of this study suggest that educators and clinicians should consider learning strategies that incorporate the use of experience when targeting novice practitioners.

Critical Thinking and the Use of Nontraditional Instructional Methodologies.

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Orique, Sabrina B; McCarthy, Mary Ann

2015-08-01

The purpose of this study was to examine the relationship between critical thinking and the use of concept mapping (CM) and problem-based learning (PBL) during care plan development. A quasi-experimental study with a pretest-posttest design was conducted using a convenience sample (n = 49) of first-semester undergraduate baccalaureate nursing students. Critical thinking was measured using the Holistic Critical Thinking Scoring Rubric. Data analysis consisted of a repeated measures analysis of variance with post hoc mean comparison tests using the Bonferroni method. Findings indicated that mean critical thinking at phase 4 (CM and PBL) was significantly higher, compared with phase 1 (baseline), phase 2 (PBL), and phase 3 (CM [p < 0.001]). The results support the utilization of nontraditional instructional (CM and PBL) methodologies in undergraduate nursing curricula. Copyright 2015, SLACK Incorporated.

COGNITIVE LEARNING STRATEGIES OF NON-ENGLISH DEPARTMENT STUDENTS ON NOUN STRUCTURE

Directory of Open Access Journals (Sweden)

Shierly Novalita Yappy

2006-01-01

Full Text Available Learning English for non-English department students is not as easy as it seems. Besides, as much as it is necessary to know how successful learners learn, not less important is to know how less successful learners learn. Using think aloud method, this study aims at finding out the cognitive strategies used by the engineering department students in answering incorrectly problems on TOEFL noun structure-the grammar point in which students made the most errors. Findings uncover the students' strategies and reasoning upon which pedagogical implications can be put forth so that more effective and fruitful instruction can be tailored.

Critical thinking of student nurses during clinical accompaniment

Directory of Open Access Journals (Sweden)

BY Uys

2005-09-01

Full Text Available The purpose of this study was to investigate the methods of clinical accompaniment used by clinical facilitators in practice. The findings of the study also reflected facilitators’ perceptions regarding critical thinking and the facilitation thereof. A quantitative research design was used. A literature study was conducted to identify the methods of accompaniment that facilitate critical thinking. Data was collected by means of a questionnaire developed for that purpose. Making a content-related validity judgment, and involving seven clinical facilitators in an academic institution, ensured the validity of the questionnaire. The results of the study indicated that various clinical methods of accompaniment were used. To a large extent, these methods correlated with those discussed in the literature review. The researcher further concluded that the concepts ‘critical thinking’ and ‘facilitation’ were not interpreted correctly by the respondents, and would therefore not be implemented in a proper manner in nursing practice. Furthermore, it seemed evident that tutor-driven learning realised more often than student-driven learning. In this regard, the requirement of outcomes-based education was not satisfied. The researcher is therefore of the opinion that a practical programme for the development of critical thinking skills during clinical accompaniment must be developed within the framework of outcomes-based education.

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

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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…

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…

GoPro as an Ethnographic Tool: A Wayfinding Study in an Academic Library

Science.gov (United States)

Kinsley, Kirsten M.; Schoonover, Dan; Spitler, Jasmine

2016-01-01

In this study, researchers sought to capture students' authentic experience of finding books in the main library using a GoPro camera and the think-aloud protocol. The GoPro provided a first-person perspective and was an effective ethnographic tool for observing a student's individual experience, while also demonstrating what tools they use to…

Collaborative learning in an academic writing workshop

African Journals Online (AJOL)

Hennie

claims that modelling, offering a critique of think- ing out aloud .... Maxwell, 1994) by writing a sentence beginning with 'I want ... because when you talk to people in a language which is ..... workshop as “most successful”, particularly as it .... Baltimore: The John Hopkins ... Coffin C, Curry MJ, Goodman S, Hewings A, Lillis TM.

First Impressions Matter: Navigating Graphic Novels Utilizing Linguistic, Visual, and Spatial Resources

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Jimenez, Laura M.; Meyer, Carla K.

2016-01-01

Graphic novels in the K-12 classroom are most often used to motivate marginalized readers because of the lower text load and assumption of easy reading. This assumption has thus far been unexplored by reading research. This qualitative multiple-case study utilized think-aloud protocols in a new attention-mapping activity to better understand how…

Toward a Theory of Web-Mediated Knowledge Synthesis: How Advanced Learners Used the Web to Construct Knowledge about Climate Change Behavior

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DeSchryver, Michael

2012-01-01

This dissertation utilized a multiple case study design to explore how advanced learners synthesize information about ill-structured topics when reading-to-learn and reading-to-do on the Web. Eight graduate students provided data in the form of think-alouds, interviews, screen video, digital trails, and task artifacts. Data analysis was based on…

Identifying the Barriers to Using Games and Simulations in Education: Creating a Valid and Reliable Survey Instrument

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Justice, Lenora Jean

2012-01-01

The purpose of this study was to create a valid and reliable instrument to measure teacher perceived barriers to the adoption of games and simulations in instruction. Previous research, interviews with educators, a focus group, an expert review, and a think aloud protocol were used to design a survey instrument. After finalization, the survey was…

The Importance of Monitoring Skills in Physics Problem Solving

Science.gov (United States)

Ali, Marlina; Talib, Corrienna-Abd; Hasniza Ibrahim, Nor; Surif, Johari; Halim Abdullah, Abdul

2016-01-01

The purpose of this paper is to show how important "monitoring" is as metacognitive skills in solving physics problems in the field mechanics. Based on test scores, twenty one students were divided into two groups: more successful (MS) and less successful (LS) problem solvers. Students were allowed to think-aloud while they worked on…

What Do Children and Adolescents Say They Do during Video Game Play?

Science.gov (United States)

Blumberg, Fran C.; Randall, John D.

2013-01-01

We examined the problem-solving behaviors that 5th, 6th, and 7th graders used to negotiate a novel recreational video game. Students were characterized as frequent or infrequent players and instructed to think aloud during game play for 20 consecutive minutes. Comments were used to make inferences about the students' problem-solving behaviors…

Human Performance on Insight Problem Solving: A Review

Science.gov (United States)

Chu, Yun; MacGregor, James N.

2011-01-01

The article provides a review of recent research on insight problem-solving performance. We discuss what insight problems are, the different types of classic and newer insight problems, and how we can classify them. We also explain some of the other aspects that affect insight performance, such as hints, analogs, training, thinking aloud, and…

A Novel Code System for Revealing Sources of Students' Difficulties with Stoichiometry

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Gulacar, Ozcan; Overton, Tina L.; Bowman, Charles R.; Fynewever, Herb

2013-01-01

A coding scheme is presented and used to evaluate solutions of seventeen students working on twenty five stoichiometry problems in a think-aloud protocol. The stoichiometry problems are evaluated as a series of sub-problems (e.g., empirical formulas, mass percent, or balancing chemical equations), and the coding scheme was used to categorize each…

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.

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

NARCIS (Netherlands)

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

2016-01-01

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

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

Science.gov (United States)

Retna, Kala S.

2016-01-01

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

Think Tanks in Europe

DEFF Research Database (Denmark)

Kelstrup, Jesper Dahl

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

PENERAPAN MODEL PEMBELAJARAN THINK PAIR SHARE DALAM MENINGKATKAN HASIL BELAJAR

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Pramita Dewi Harjayanti

2012-06-01

Full Text Available Penelitian ini bertujuan� untuk mengetahui apakah ada peningkatan hasil pada kompetensi dasar memelihara peralatan kantor, setelah dilakukan penelitian tindakan kelas dengan model pembelajaran think pair share. Subyek penelitian ini adalah siswa kelas X AP SMK YPPM Boja. Hasil penelitian setelah dilakukan tindakan hasil belajar siswa pada post test meningkat hingga mencapai ketuntasan klasikal 66,67% dengan rata-rata nilai 72,45. Kemudian pada siklus II ketuntasan klasikal mengalami peningkatan menjadi 83,33% dengan nilai rata-rata siswa 77,45 sehingga peningkatan dari siklus I ke siklus II sebesar 16,67%. Pembelajaran dengan model pembelajaran think pair share mendapat respon baik dari siswa pada siklus I sebesar 77,5% meningkat menjadi 90% pada siklus II. Berdasarkan hasil penelitian disimpulkan bahwa ada peningkatan hasil belajar siswa kelas X AP SMK YPPM Boja pada kompetensi dasar memelihara peralatan kantor dengan model pembelajaran think pair share. This study aims to determine whether there is an increase in learning outcomes of administration on the subject of adjusting entries, having done research with the collaboration of a class action use method of think pair share. Subyek think this study is the students' high school grade� X AP SMK YPPM Boja. The results obtained student learning outcomes through before the action reaches 66,67% classical completeness with the average value 0f 72,45 in once siklus. After the students' actions in second siklus on the post test increased to 83,33% with the classical completeness the average value of 77,45. Resulting in an increase of 16,67%. Collaborative learning with the method of think pair share received good response from students with average percentage of responses 77,5% in first siklus and increased to 90% in second siklus. Based on the results of the study concluded that there was an increase in students' social studies class X AP on the subject of an adjusting entry through with the

Upward counterfactual thinking and depression: A meta-analysis.

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Broomhall, Anne Gene; Phillips, Wendy J; Hine, Donald W; Loi, Natasha M

2017-07-01

This meta-analysis examined the strength of association between upward counterfactual thinking and depressive symptoms. Forty-two effect sizes from a pooled sample of 13,168 respondents produced a weighted average effect size of r=.26, pdesign (cross-sectional versus longitudinal). Significant effect size heterogeneity was observed across sample types, methods of assessing upward counterfactual thinking, and types of depression scale. Significant positive effects were found in studies that employed samples of bereaved individuals, older adults, terminally ill patients, or university students, but not adolescent mothers or mixed samples. Both number-based and Likert-based upward counterfactual thinking assessments produced significant positive effects, with the latter generating a larger effect. All depression scales produced significant positive effects, except for the Psychiatric Epidemiology Research Interview. Research and theoretical implications are discussed in relation to cognitive theories of depression and the functional theory of upward counterfactual thinking, and important gaps in the extant research literature are identified. Copyright © 2017 Elsevier Ltd. All rights reserved.

M-OSCE as a method to measure dental hygiene students' critical thinking: a pilot study.

Science.gov (United States)

McComas, Martha J; Wright, Rebecca A; Mann, Nancy K; Cooper, Mary D; Jacks, Mary E

2013-04-01

Educators in all academic disciplines have been encouraged to utilize assessment strategies to evaluate students' critical thinking. The purpose of this study was to assess the viability of the modified objective structured clinical examination (m-OSCE) to evaluate critical thinking in dental hygiene education. This evaluation utilized a convenience sample of senior dental hygiene students. Students participated in the m-OSCE in which portions of a patient case were revealed at four stations. The exam consisted of multiple-choice questions intended to measure students' ability to utilize critical thinking skills. Additionally, there was one fill-in-the-blank question and a treatment plan that was completed at the fifth station. The results of this study revealed that the m-OSCE did not reliably measure dental hygiene students' critical thinking. Statistical analysis found no satisfactory reliability within the multiple-choice questions and moderately reliable results within the treatment planning portion of the examination. In addition, the item analysis found gaps in students' abilities to transfer clinical evidence/data to basic biomedical knowledge as demonstrated through the multiple-choice questioning results. This outcome warrants further investigation of the utility of the m-OSCE, with a focus on modifications to the evaluation questions, grading rubric, and patient case.

PENGARUH PELAKSANAAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE TERHADAP HASIL BELAJAR IPS SISWA

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andi fathur asdar

2016-08-01

Full Text Available The objective of this research was to describe: 1 Teacher ability in the implementation of cooperative learning Think Pair Share, 2 Ttudent activities in the implementation of cooperative learning Think Pair Share, 3 Tearning result on IPS before and after the implementation of cooperative learning Think Pair Share, 4 learning result on IPS before and after learning process with lecture method, 5 to find out the influence of the implementation of cooperative learning Think Pair Share toward learning result on IPS. The method used was true experiment with pre-test post-test control group design. The population in the study are 4th grade student at SDN Sungguminasa II Somba Opu District Gowa Regency. Samples used are 40 student 20 student each from experiment and comparing group. chosen by simple random sampling. The data obtained from samples were analyzed with descritive and inferensial statistic. The result shows: 1 teacher ability in the implementation of cooperative learning Think Pair Share have increased, 2 student activities in the implementation of cooperative learning Think Pair Share, 3 student learning result who teached by cooperative learning Think Pair Share have increased, 4 student learning result who teached by lecture method have not increased, 5 the implementation of cooperative learning Think Pair Share is influencing toward learning result on IPS in 4th grade student at SDN Sungguminasa II Somba Opu District Gowa Regency.

Stakeholder Thinking in Sustainability Management

DEFF Research Database (Denmark)

Gjerdrum Pedersen, Esben Rahbek; Hove Henriksen, Morten; Frier, Claus

2013-01-01

Purpose – The objective of the paper is to describe and discuss how the biotech company Novozymes integrates stakeholder thinking into everyday sustainability practices. Design/methodology/approach – The paper is based on first-hand experiences as well as secondary information from Novozymes' sta...... to make sense of stakeholder thinking. Originality/value – The contribution of this paper is to provide a detailed analysis of how various stakeholder relations management methods can be used in practice to integrate sustainability in an organisation.......' stakeholder-oriented sustainability activities. Findings – The paper illustrates how a company is striving to transform the general stakeholder principles into concrete, manageable actions. Moreover, the paper describes some of the needs, challenges, and paradoxes experienced by an organisation that is trying...

Thinking Relationally about Studying "Up"

Science.gov (United States)

Stich, Amy E.; Colyar, Julia E.

2015-01-01

In this paper, the authors argue that despite a resurgence of elite studies, the majority of existing scholarship works to reify and legitimize social inequality through its language and method. In particular, the authors utilize Pierre Bourdieu's concept of relational thinking to review and critique contemporary research on elite education and…

Visual thinking and neuroscience.

Science.gov (United States)

Smith, C U M

2008-01-01

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

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

A comparison of educational strategies for the acquisition of nursing student’s performance and critical thinking: simulation-based training vs. integrated training (simulation and critical thinking strategies

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Nahid Zarifsanaiey

2016-11-01

Full Text Available Abstract Background There is a need to change the focus of nursing education from traditional teacher-centered training programs to student-centered active methods. The integration of the two active learning techniques will improve the effectiveness of training programs. The objective of this study is to compare the effects of the integrated training (simulation and critical thinking strategies and simulation-based training on the performance level and critical thinking ability of nursing students. Methods The present quasi-experimental study was performed in 2014 on 40 students who were studying practical nursing principles and skills course in the first half of the academic year in Shiraz University of Medical Sciences. Students were randomly divided into control (n = 20 and experimental (n = 20 groups. After training students through simulation and integrated education (simulation and critical thinking strategies, the students' critical thinking ability and performance were evaluated via the use of California Critical Thinking Ability Questionnaire B (CCTST and Objective Structured Clinical Examination (OSCE comprising 10 stations, respectively. The external reliability of the California Critical Thinking questionnaire was reported by Case B.to be between 0.78 and 0.80 and the validity of OSCE was approved by 5 members of the faculty. Furthermore, by using Split Half method (the correlation between odd and even stations, the reliability of the test was approved with correlation coefficient of 0.66. Data were analyzed using t-test and Mann–Whitney test. A significance level of 0.05 was considered to be statistically significant. Results The mean scores of the experimental group performance level were higher than the mean score of the control group performance level. This difference was statistically significant and students in the experimental group in OSCE stations had significantly higher performance than the control group (P <0

The Relationship between Thinking Style and Philosophical Thinking with Organizational Citizenship Behavior in Staff of Isfahan Province’s Youth and Sport Offices

OpenAIRE

Nahid Nasiri; Loghman Keshavarz

2015-01-01

The purpose of present study was to investigate relationship between thinking style and philosophical thinking with organizational citizenship behavior in staff of Isfahan province’s youth and sport offices. The survey statistical sample was all staff of Isfahan province’s youth and sport offices (N=395) from which 196 were selected based on Kedges and Morgan table by random classification method. To evaluate organizational citizenship behavior variable Padsakov and colleagues questionnaire (...

EFEKTIVITAS PENGGUNAAN METODE THINK PAIR SHARE DALAM PEMBELAJARAN EKONOMI POKOK BAHASAN PEMBENTUKAN HARGA PASAR DI SMP

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Joko Widodo

2011-06-01

Full Text Available The result of teaching-learning by using Think Pair Share method can improve the students’ activities. It can be seen from the steps to apply the Think Pair Share method that focused on student-centre. Think pair share learning has a simple structure, as a basic of the development ‘cooperative class’ which can help the learning process actively for students, thus it can improve the students’ study result. Students actively can show their ability to discuss and share and express the answer of questions in front of the class. Teachers in teaching- learning process by using think pair share method acted as mediator, facilitator and motivator. It is different with conventional teaching-learning process which focused on teacher-center. Students were passive in teaching-learning process. Students tended to be bored if the teacher was lack to give motivation for students to pay attention to the teacher. Thus, the using of think pair share would be more effective if we see on how the students interaction in learning process. Teacher can vary think pair share with conventional method or other method to improve the students’ activities in learning process, therefore the students’ result study will be increased.   Keywords: Think-pair-share, the increase of result study.

EFEKTIVITAS PENGGUNAAN METODE THINK PAIR SHARE DALAM PEMBELAJARAN EKONOMI POKOK BAHASAN PEMBENTUKAN HARGA PASAR DI SMP

Directory of Open Access Journals (Sweden)

Joko Widodo

2007-06-01

Full Text Available The result of teaching-learning by using Think Pair Share method can improve the students’ activities. It can be seen from the steps to apply the Think Pair Share method that focused on student-centre. Think pair share learning has a simple structure, as a basic of the development ‘cooperative class’ which can help the learning process actively for students, thus it can improve the students’ study result. Students actively can show their ability to discuss and share and express the answer of questions in front of the class. Teachers in teaching- learning process by using think pair share method acted as mediator, facilitator and motivator. It is different with conventional teaching-learning process which focused on teacher-center. Students were passive in teaching-learning process. Students tended to be bored if the teacher was lack to give motivation for students to pay attention to the teacher. Thus, the using of think pair share would be more effective if we see on how the students interaction in learning process. Teacher can vary think pair share with conventional method or other method to improve the students’ activities in learning process, therefore the students’ result study will be increased.   Keywords: Think-pair-share, the increase of result study.

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

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.

How to practice creative thinking skills through scaffolding on biotech content?

Science.gov (United States)

Natadiwijaya, I. F.; Rahmat, A.; Redjeki, S.; Anggraeni, S.

2018-05-01

Biotechnology content is a more applicative field of science, so learners should be able to have creative thinking skills in applying concepts to problem solving. In this research, Scaffolding learning has been conducted, which is student form of concept development based on constructivism learning paradigm and students build creative thinking skill through the creation of biotechnology product ideas. The research design was R & D method. The subject of this research is a semester V biology education student at Wiralodra University. The instruments used are biotechnology creative thinking tests and program implementation observations. The data of creative thinking test was analyzed using inferential statistic, while the observation sheet used descriptive analysis. The result of this research is the result of students’ creative thinking skill as well as description of the recommended shape and characteristics of the program, with the following results. The scaffolding learning program has a significant influence on students’ creative thinking skill, and the program that trains creative thinking skill is built through two phases, namely phase 1 in concept building where students build their own knowledge, and phase 2 where students build thinking skills creatively through the creation of biotechnology product ideas.

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

Science.gov (United States)

Andrea Sullivan, E

2012-11-01

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

Investigating Implementation Methods and Perceived Learning Outcomes of Children’s Library Instruction Programs: A Case of Parent-child Doctors’ Mailbox in National Library

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Yu-Hua Chang

2017-06-01

Full Text Available This study aimed to investigate the implementation methods, process and perceived learning outcomes of children’s library instruction programs. This study adopted a qualitative approach with the Parent-child Doctors’ Mailbox program in National Library of Public Information. Observation (including thinking aloud, interviews and documents were used for data collection in order to elicit perspectives of 31 children, 26 parents and 3 librarians. Main findings derived from this study can be summarized as follows: (1 Parent-child Doctors’ Mailbox integrated play (e.g., prize quizzes and reading guides into the program design, which was based upon the development of different age groups. Children needed to go to the circulation desk in person in order to get designated books and answer sheets. Children earned points to redeem for prizes by answering questions correctly. (2 Motivations for children’s participation in the program were categorized as external (e.g., prizes, recommendations from friends and serendipity and internal (e.g., cultivating habits of reading and writing, and siblings’ company. (3 Children’s perceived learning outcomes of participation in the program included improving children’s attention span, the positive influence of messages delivered by books on children, and the positive progress of children’s reading, writing, logical thinking and interpersonal skills. (4 Parents’ roles in children’s participation in the program included accompanying children and providing reactive assistance. Roles of librarians involved administrative work, encouragement and befriending children. [Article content in Chinese

Teaching Creative Thinking Skills with Laboratory Work

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Nur Khoiri

2017-12-01

Full Text Available Research on figuring out the ways to teach creative thinking skills via learning processes has been carried out. One of the methods applied to be efficient to teach creative thinking skills is laboratory work. Laboratory work is an important process in learning physics since students tend to find it hard to understand physical concepts if they are only taught verbally. Students will understand better when they are given real life examples and are allowed to learn the concepts through the laboratory work, whenever possible. The research was conducted at SMAN 1 Bringin by employing the quasi-experiment pre-test - post-test control group design. Creative thinking skills were measured based on four indicators: flexibility, fluency, originality, and detail. Results show that laboratory work was suitable to improve students’ fluent thinking ability with 77% students showing improvement, and it was also a fit to improve students’ original thinking with 84% students showing improvement. The experiment class revealed a gain of 0.51, taken from an average pre-test score of 45.64 compared to the average post-test score of 73.5, which is an increase of 27.86. Meanwhile, the control class resulted in a gain of 0.40, taken from an average pre-test score of 39.11 compared to the average post-test score of 83.44, which is an increase of 24.33.

First Think Tank Initiative Learning Event: Strengthening ...

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

Katy Stockton

reflective, self-critical, constructive) and its aspirations (interdisciplinarity, ... evaluative thinking within their research organizations and to become aware of ... concepts, practices, methods and tools that are conducive to the development of an.

Thinking Like a Lawyer, Thinking Like a Legal System

Science.gov (United States)

Stuart, Richard Clay

2013-01-01

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

Thinking About Adoption

Science.gov (United States)

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

Critical Thinking: Discovery of a Misconception

Science.gov (United States)

Rohrer, Sandie

2014-01-01

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

PENINGKATAN KEMAMPUAN REPRESENTASI MATEMATIS MELALUI MODEL PEMBELAJARAN KOOPERATIF THINK PAIR SHARE

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Yunni Arnidha

2016-04-01

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

Fundamentals of thinking, patterns

Science.gov (United States)

Gafurov, O. M.; Gafurov, D. O.; Syryamkin, V. I.

2018-05-01

The authors analyze the fundamentals of thinking and propose to consider a model of the brain based on the presence of magnetic properties of gliacytes (Schwann cells) because of their oxygen saturation (oxygen has paramagnetic properties). The authors also propose to take into account the motion of electrical discharges through synapses causing electric and magnetic fields as well as additional effects such as paramagnetic resonance, which allows combining multisensory object-related information located in different parts of the brain. Therefore, the events of the surrounding world are reflected and remembered in the cortex columns, thus, creating isolated subnets with altered magnetic properties (patterns) and subsequently participate in recognition of objects, form a memory, and so on. The possibilities for the pattern-based thinking are based on the practical experience of applying methods and technologies of artificial neural networks in the form of a neuroemulator and neuromorphic computing 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...

An analysis of logical thinking using mind mapping

Science.gov (United States)

Swestyani, S.; Masykuri, M.; Prayitno, B. A.; Rinanto, Y.; Widoretno, S.

2018-05-01

Brains can remember information in different forms, i.e images, symbols, sounds, and senses, and the information is connected by logical gate. This information needs imagination and association to construct new meaningful images. The purpose of this research was to describe a method of teaching which based on Tony Buzan’s mind mapping technique. This research showed how mind mapping could be used to measure students’ logical thinking and how mind mapping could promote students’ understanding in meaningful way. The test of mind mapping that involved 31 students of XI grade in SMA Batik 2 Surakarta was used as the data collecting method in this research. Then, the Ohassta’s mind mapping rubric was used to analyze the structure and content of mind mapping. The rubric includes four aspects, i.e knowledge, communication, thinking, and application. A qualitative analysis Miles and Hubberman’s was used to assess the obtained data. The result showed that the percentage of knowledge aspect was 53,23 %, communication aspect was 28,33 %, thinking aspect was 28,33 %, and knowledge aspect was 41,53 %. Mind mapping makes logical thinking visible so that the quality of learning that has occurred can be seen and explored. Using mind mapping in the course of teaching means that learning is no longer a complex and intractable process, measurable is not only by proxy but also by an observable phenomenon.

ANALYTICAL, CRITICAL AND CREATIVE THINKING DEVELOPMENT OF THE GIFTED CHILDREN IN THE USA SCHOOLS

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Anna Yurievna Kuvarzina

2013-11-01

Full Text Available Teachers of the gifted students should not only make an enrichment and acceleration program for them but also pay attention to the development of analytical, critical and creative thinking skills. Despite great interest for this issue in the last years, the topic of analytical and creative thinking is poorly considered in the textbooks for the gifted. In this article some methods, materials and programs of analytical, critical and creative thinking skills development, which are used in the USA, are described.  The author analyses and systematize the methods and also suggests some ways of their usage in the Russian educational system.Purpose: to analyze and systematize methods, materials and programs, that are used in the USA for teaching gifted children analytical, critical and creative thinking, for development of their capacities of problem-solving and decision-making. Methods and methodology of the research: analysis, comparison, principle of the historical and logical approaches unity.Results: positive results of employment of analytical, critical and creative thinking development methods were shown in the practical experience of teaching and educating gifted children in the USA educational system.Results employment field: the Russian Federation educational system: schools, special classes and courses for the gifted children.DOI: http://dx.doi.org/10.12731/2218-7405-2013-7-42

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

Science.gov (United States)

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

2014-01-01

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

The Effect of Context on the EFL Learners' Idiom Processing Strategies

Science.gov (United States)

Rohani, Gholamreza; Ketabi, Saeed; Tavakoli, Mansoor

2012-01-01

The present study investigated the effect of context on the strategies the EFL learners utilized to process idioms. To do so, ten Iranian intermediate EFL learners were randomly assigned to two groups who then attended a think-aloud session. The 5 subjects in the first group were exposed to an animated cartoon including 23 unfamiliar idioms while…

Concurrent Data Elicitation Procedures, Processes, and the Early Stages of L2 Learning: A Critical Overview

Science.gov (United States)

Leow, Ronald P.; Grey, Sarah; Marijuan, Silvia; Moorman, Colleen

2014-01-01

Given the current methodological interest in eliciting direct data on the cognitive processes L2 learners employ as they interact with L2 data during the early stages of the learning process, this article takes a critical and comparative look at three concurrent data elicitation procedures currently employed in the SLA literature: Think aloud (TA)…

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

Science.gov (United States)

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

2011-05-01

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

PENGEMBANGAN ALAT BANTU REHABILITASI PASIEN PASCASTROKE BERBASIS VIRTUAL REALITY

Directory of Open Access Journals (Sweden)

Kristanto Agung Nugroho

2016-02-01

Full Text Available Stroke adalah penyakit yang mematikan karena dapat menyebabkan kecacatan dan kematian pada pasien. Makalah ini melaporkan penelitian membuat game virtual reality untuk rehabilitasi menggunakan sensor Kinect sebagai pengontrol. Pengembangan game dimulai dengan menentukan kebutuhan atribut konsumen dari wawancara dan observasi dengan fisioterapis dan pasien. Tes menggunakan metode thinking aloud, kuesioner, dan wawancara. Hasilnya adalah sebuah software game yang diberi judul Jaka Sembuh, game terdiri dari kode pemrograman dan graphical user interface (GUI untuk membantu rehabilitasi pasien bagian ekstremitas atas (upper limb. Game memiliki unsur-unsur dramatis seperti: tantangan, play, premis, karakter dan cerita. Pengujian usabilitas dan flow menunjukkan bahwa game dapat digunakan untuk membantu rehabilitasi dengan baik.   Abstract   Stroke is a disease that is deadly because it can cause disability and death in patients. This paper reports on the study makes virtual reality games for rehabilitation using the Kinect sensor as a controller. Game development begins with determining the needs of the consumer attributes from interviews and observations with the physiotherapist and the patient. The test using the method of thinking aloud, questionnaires, and interviews. The result is a game software Jaka Sembuh, game consists of programming code and graphical user interface (GUI to assist in the rehabilitation of upper limb section patients. Game has dramatic elements such as: challenges, play, premise, characters and story. Usability testing and flow shows that the game has been created can be used to assist in the rehabilitation well.

A comparative analysis of multiple-choice and student performance-task assessment in the high school biology classroom

Science.gov (United States)

Cushing, Patrick Ryan

This study compared the performance of high school students on laboratory assessments. Thirty-four high school students who were enrolled in the second semester of a regular biology class or had completed the biology course the previous semester participated in this study. They were randomly assigned to examinations of two formats, performance-task and traditional multiple-choice, from two content areas, using a compound light microscope and diffusion. Students were directed to think-aloud as they performed the assessments. Additional verbal data were obtained during interviews following the assessment. The tape-recorded narrative data were analyzed for type and diversity of knowledge and skill categories, and percentage of in-depth processing demonstrated. While overall mean scores on the assessments were low, elicited statements provided additional insight into student cognition. Results indicated that a greater diversity of knowledge and skill categories was elicited by the two microscope assessments and by the two performance-task assessments. In addition, statements demonstrating in-depth processing were coded most frequently in narratives elicited during clinical interviews following the diffusion performance-task assessment. This study calls for individual teachers to design authentic assessment practices and apply them to daily classroom routines. Authentic assessment should be an integral part of the learning process and not merely an end result. In addition, teachers are encouraged to explicitly identify and model, through think-aloud methods, desired cognitive behaviors in the classroom.

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

Science.gov (United States)

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.

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

Directory of Open Access Journals (Sweden)

Mohammad Seifi

2015-10-01

Full Text Available The main aim of this research was to investigate the effect of computer games on student’ critical thinking disposition and educational achievement. The research method was descriptive, and its type was casual-comparative. The sample included 270 female high school students in Andimeshk town selected by multistage cluster method. Ricketts questionnaire was used to test critical thinking and the researcher made questionnaires were used to test computer games. T-test and one-way ANOVA were employed to analysis of the data. The findings of the study showed that playing computer games has no significant effect on critical thinking, however, there were a significant effect of playing computer games on students’ educational achievement (P<0/05. Furthermore, the results showed that the type of computer game has no significant effect on students’ disposition to critical thinking and their educational achievement. Keywords: Computer games, disposition to critical thinking, educational achievement, secondary students

How mental health nurses improve their critical thinking through problem-based learning.

Science.gov (United States)

Hung, Tsui-Mei; Tang, Lee-Chun; Ko, Chen-Ju

2015-01-01

Critical thinking has been regarded as one of the most important elements for nurses to improve quality of patient care. The aim of this study was to use problem-based learning (PBL) as a method in a continuing education program to evaluate nurses' critical thinking skills. A quasiexperimental study design was carried out. The "Critical Thinking Disposition Inventory" in Chinese was used for data collection. The results indicated significant improvement after PBL continuous education, notably in the dimensions of systematic analysis and curiosity. Content analysis extracted four themes: (a) changes in linear thinking required, (b) logical and systematic thinking required performance improved, (3) integration of prior knowledge and clinical application, and (4) brainstorming learning strategy. The study supports PBL as a continuing education strategy for mental health nurses, and that systematic analysis and curiosity effectively facilitate the development of critical thinking.

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...

Assessing Creative Thinking in Design-Based Learning

Science.gov (United States)

Doppelt, Yaron

2009-01-01

Infusing creative thinking competence through the design process of authentic projects requires not only changing the teaching methods and learning environment, but also adopting new assessment methods, such as portfolio assessment. The participants in this study were 128 high school pupils who have studied MECHATRONICS from 10th to 12th grades…

Socratic Pedagogy, Critical Thinking, and Inmate Education

Science.gov (United States)

Boghossian, Peter

2006-01-01

This article explains and analyzes the practical application of the Socratic method in the context of inmate education, and identifies core critical thinking elements that emerge from four transcribed Socratic discussions with prison inmates. The paper starts with a detailed examination of the stages of the Socratic method as practiced by the…

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

THINKING ALOUD, TALKING, AND LEAThinking aloud, talking, and learning to read: esl reading comprehension training in small cooperative groups Thinking aloud, talking, and learning to read: esl reading comprehension training in small cooperative groups

Directory of Open Access Journals (Sweden)

Yael Bejanaro

2008-04-01

Full Text Available Training students to become independent skillful readers is a major concern of the EFL reading teacher. How can we best train students in selecting and applying reading strategies so that they become more efficient readers? Can we ensure that an increase in students’ awareness of the need to use strategies will help them become more skillful readers? These questions served as a trigger for this study. The aim of this study was to investigate whether verbal articulation of reading behavior in a small group will improve foreign language comprehension. It is our contention that using verbalization in small groups will raise metacognitive awareness which will in turn enhance effective use of skills and strategies and result in improvement in reading comprehension. We assume that the special features that characterize small group interactions can provide an appropriate setting for raising metacognitive awareness. Training students to become independent skillful readers is a major concern of the EFL reading teacher. How can we best train students in selecting and applying reading strategies so that they become more efficient readers? Can we ensure that an increase in students’ awareness of the need to use strategies will help them become more skillful readers? These questions served as a trigger for this study. The aim of this study was to investigate whether verbal articulation of reading behavior in a small group will improve foreign language comprehension. It is our contention that using verbalization in small groups will raise metacognitive awareness which will in turn enhance effective use of skills and strategies and result in improvement in reading comprehension. We assume that the special features that characterize small group interactions can provide an appropriate setting for raising metacognitive awareness.

Critical Thinking about Fables: Examining Language Production and Comprehension in Adolescents

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Nippold, Marilyn A.; Frantz-Kaspar, Megan W.; Cramond, Paige M.; Kirk, Cecilia; Hayward-Mayhew, Christine; MacKinnon, Melanie

2015-01-01

Purpose: This study was designed primarily to determine if a critical-thinking task involving fables would elicit greater syntactic complexity than a conversational task in adolescents. Another purpose was to determine how well adolescents understand critical-thinking questions about fables. Method: Forty adolescents (N = 20 boys and 20 girls;…

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.

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.

Resilience and Higher Order Thinking

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Ioan Fazey

2010-09-01

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

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...

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

OpenAIRE

Parada Rodríguez, Nerea; Ruiz de Galarreta Galán, Irene

2015-01-01

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

Medical Computational Thinking

DEFF Research Database (Denmark)

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

2017-01-01

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

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.

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

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Kiaei

2016-02-01

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

Scaffolding as an effort for thinking process optimization on heredity

Science.gov (United States)

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

2018-04-01

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

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...

The Use of Orientation/Decision/Do/Discuss/Reflect (OD3R) Method to Increase Critical Thinking Skill and Practical Skill in Biochemistry Learning

Science.gov (United States)

Anwar, Yunita Arian Sani; Senam, Senam; Laksono, Endang W.

2018-01-01

We have developed an OD3R method that can be applied on Biochemistry learning. This OD3R consists of 5 phases: orientation, decision, do, discuss, and reflect to connect lessons in the class with practice in the laboratory. Implementation of OD3R method was done in 2 universities in Yogyakarta to increase critical thinking skill and practical…

Analisis Kemampuan Siswa dalam Menyelesaikan Soal High Order Thinking Ditinjau dari Kemampuan Awal Matematis Siswa

OpenAIRE

Gais, Zakkina; Afriansyah, Ekasatya Aldila

2017-01-01

This research aims to know the effect of prior mathematical students ability to solve on high order thinking questions looked by analysis question, evaluation question, creating question and genera question.This research also aims to know about students ability in solving high order thinking question and to know about the factors that cause students to be wrong in solving high order thinking questions. The research method that used is mixed method with embedded concurrent type. From the resu...

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

Science.gov (United States)

Simpson, Elaine; Courtney, Mary

2008-12-01

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

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...

The Increase of Critical Thinking Skills through Mathematical Investigation Approach

Science.gov (United States)

Sumarna, N.; Wahyudin; Herman, T.

2017-02-01

Some research findings on critical thinking skills of prospective elementary teachers, showed a response that is not optimal. On the other hand, critical thinking skills will lead a student in the process of analysis, evaluation and synthesis in solving a mathematical problem. This study attempts to perform an alternative solution with a focus on mathematics learning conditions that is held in the lecture room through mathematical investigation approach. This research method was Quasi-Experimental design with pre-test post-test design. Data analysis using a mixed method with Embedded design. Subjects were regular students enrolled in 2014 at the study program of education of primary school teachers. The number of research subjects were 111 students consisting of 56 students in the experimental group and 55 students in the control group. The results of the study showed that (1) there is a significant difference in the improvement of critical thinking ability of students who receive learning through mathematical investigation approach when compared with students studying through expository approach, and (2) there is no interaction effect between prior knowledge of mathematics and learning factors (mathematical investigation and expository) to increase of critical thinking skills of students.

Development of Knowledge, Awareness, Global Warming Decreasing Behavior and Critical Thinking of Grade 11 Students Using the Four Noble Truths Method with Meta-Cognitive Techniques

Science.gov (United States)

Chattuchai, Sakkarin; Singseewo, Adisak; Suksringarm, Paitool

2015-01-01

This study aims to investigate the effects of learning environmental education on the knowledge, awareness, global warming decreasing behavior, and critical thinking of eighty grade 11 students from two classes. The Four Noble Truths method with metacognitive techniques and traditional teaching method were used for the investigation. The sample…

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