WorldWideScience

Sample records for productive thinking skills

  1. Improvement of Student Critical Thinking Skills with the Natural Product Mini Project Laboratory Learning

    Directory of Open Access Journals (Sweden)

    Aliefman Hakim

    2016-12-01

    Full Text Available This research aims to investigate effect of learning using natural product mini project laboratory on students’ critical thinking skills. The research was conducted on sixth semester of 59 students of chemistry and chemistry education program from one of the state universities in West Nusa Tenggara, Indonesia in 2012/2013. This research revealed class where the student learn using natural product mini project laboratory had more critical thinking skills than those using verification laboratory. The average n-gain of critical thinking skills for experiment class was 0.58 while for the control class was 0.37. The highest n-gain in the experiment class was 0.70 for “deciding on an action (selecting criteria to judge possible solutions indicators”, while the smallest n-gain was 0.47 for “the making and judging value of judgments (balancing, weighing, and deciding indicators. We concluded that the natural product mini project laboratory was better than verification laboratory in improving the students’ critical thinking skills.

  2. How to Assess Creative Thinking Skill in Making Products of Liquid Pressure?

    Science.gov (United States)

    Chasanah, L.; Kaniawati, I.; Hernani, H.

    2017-09-01

    The primary skills that must be possessed in the 21st century curriculum are learning and innovation skills. One of the learning strategies that can train students to innovate and improve creative thinking skills is by applying Science, Technology, Engineering and Mathematics (STEM) in learning. Based on an interview to one of the science teachers that learning that aims to train learning and innovation skills has not been applied to learning in the classroom because there is not enough time, learning materials and assessment instruments used. This study aims to determine the results of the implementation of performance assessment of creative thinking skills on STEM-based learning in junior high school for the material of liquid pressure. This research uses descriptive method. Participants in this study were junior high school students 8th in Kudus area. The research instrument consists of observation sheet, performance assessment and documentation. The result showed that creative thinking skills performance assessment can assess student’s creativity in making products of STEM-based learning for junior high school.

  3. Cultivating strategic thinking skills.

    Science.gov (United States)

    Shirey, Maria R

    2012-06-01

    This department highlights change management strategies that may be successful in strategically planning and executing organizational change initiatives. With the goal of presenting practical approaches helpful to nurse leaders advancing organizational change, content includes evidence-based projects, tools, and resources that mobilize and sustain organizational change initiatives. In this article, the author presents an overview of strategic leadership and offers approaches for cultivating strategic thinking skills.

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

    Science.gov (United States)

    Burke, Lynsey A.; Williams, Joanne M.

    2012-01-01

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

  5. Hard Thinking about Soft Skills

    Science.gov (United States)

    Claxton, Guy; Costa, Arthur L.; Kallick, Bena

    2016-01-01

    People use various terms to refer to traits and tendencies connected to social-emotional behavior and ways of thinking or approaching problems--from 21st century skills to mindsets to habits of mind. Such traits are also often called soft skills or non-cognitive skills. The authors contend that these latter terms imply that these traits and…

  6. Assessing Business Student Thinking Skills

    Science.gov (United States)

    Smith, Gerald F.

    2014-01-01

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

  7. Enhancing Systems-Thinking Skills with Modelling

    Science.gov (United States)

    Hung, Woei

    2008-01-01

    Systems thinking is an essential cognitive skill that enables individuals to develop an integrative understanding of a given subject at the conceptual and systemic level. Yet, systems thinking is not usually an innate skill. Helping students develop systems-thinking skills warrants attention from educators. This paper describes a study examining…

  8. 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…

  9. 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.

  10. 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…

  11. Future Teachers' Spatial Thinking Skills and Attitudes

    Science.gov (United States)

    Shin, Euikyung E.; Milson, Andrew J.; Smith, Thomas J.

    2016-01-01

    The spatial thinking skills and attitudes of geography majors were compared with those of future teachers majoring in elementary education and secondary social studies education. Scores were obtained for each group on two measures: the spatial skills test and the attitude toward spatial thinking inventory. Mean differences were examined based on…

  12. Improving School Effectiveness by Teaching Thinking Skills.

    Science.gov (United States)

    Zenke, Larry L.

    This paper describes a plan to improve school effectiveness in the Tulsa (Oklahoma) Public Schools by incorporating instruction in thinking skills. The program selected by the school district was the Strategic Reasoning Program, based on Albert Upton's Design for Thinking and J. P. Guilford's Structure of the Intellect. The Strategic Reasoning…

  13. Critical Thinking Skills for Language Students

    Science.gov (United States)

    Djiwandono, Patrisius Istiarto

    2013-01-01

    Recent developments in language teaching increasingly put a stronger importance on critical thinking skills. While studies in this area have begun to emerge, it is believed that a probe into the learners' mind when they process information can contribute significantly to the effort of identifying exactly how our learners think. This study was…

  14. Thinking Skills and Propaganda Detection.

    Science.gov (United States)

    Price, John L.; Mann, George

    This paper points out that one of the most appropriate and needed areas in which students should engage in critical thinking is in their everyday responses to messages aimed at them in attempts to persuade and convince them to buy or believe something. Ten commonly used tactics noted in the media are described. Examples are given of slanted or…

  15. Teaching Creative Thinking Skills with Laboratory Work

    Directory of Open Access Journals (Sweden)

    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.

  16. Thinking Skill Education and Transformational Progress in Malaysia

    Science.gov (United States)

    Othman, Nooraini; Mohamad, Khairul Azmi

    2014-01-01

    This paper intends to highlight the issues in thinking skills development and efforts made in addressing these issues in Malaysia. The education system in Malaysia has undergone a huge transformational progress particularly in the field related to the development of thinking skill. Traditionally, thinking skill was not specifically cultivated in…

  17. Developing Critical Thinking Skills for Information Seeking Success

    Science.gov (United States)

    Wallace, Elise D.; Jefferson, Renee N.

    2013-01-01

    Critical thinking skills are required to successfully navigate the overwhelming amount of information sources available today. To address the challenge of developing critical thinking skills, this empirical study examines the effectiveness of exercises in developing thinking skills in college freshmen students. The workbook exercises were designed…

  18. Sketching for Developing Critical Thinking Skills

    Science.gov (United States)

    Eriksson, S. C.; Wang, P.; Sim, T. B.; Goh, E.; Ng, H. K.

    2013-12-01

    Sketching is a valuable field technique to support a person's observation, recording, interpretation and communication of important features in both natural and human-made landscapes. The Singapore geography syllabus employs an inquiry approach and encourages sketching as a fundamental geographical skill. Sketching allows the learner to connect with the world through a personal and kinesthetic experience. The Earth Observatory of Singapore collaborates with the Singapore Geography Teachers' Association, Urban Sketchers, and National Institute of Education professional development to give teachers both basic sketching skills and the opportunity to develop those skills in a scaffolded environment. In Singapore, geography and geology skills overlap in content area of coastal processes, climate change, and plate tectonics with its associated natural hazards such as volcanoes, earthquakes, and tsunami. Both disciplines are interested in how people live on the Earth. Likewise, basic skills such as observing, classifying, measuring, and communicating cut across disciplines of social and natural sciences in order to analyze, synthesize, and evaluate information about the world. Hence, sketching, commonly considered an art skill, is used to further scientific thinking. This somewhat unique collaboration to develop sketching in teachers is based on the long tradition of sketches in geological field work, the newly popular urban sketching community, and professional development by a professional organization and the Singapore National Institute of Education. Workshops provide technique as well as opportunities for sketching with experts in different areas relevant to the geography curriculum.

  19. The Development of Students' Writing Skills by Teaching Critical Thinking

    OpenAIRE

    久保田, 祐歌

    2011-01-01

    The purpose of this paper is to present some approaches to teaching critical thinking to college students for developing their Japanese academic writing skills. By examining the literature of critical thinking and writing, this paper shows the following. (1)How philosophy faculty can teach critical thinking skills to their own students the way they can improve their skills necessary for writing argumentative essays. (2)By what class and curriculum students' academic writing skills can be fost...

  20. Helping Students Acquire Thinking Skills through Mathematics Instruction.

    Science.gov (United States)

    Van Devender, Evelyn M.

    1992-01-01

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

  1. Explicitly Teaching Critical Thinking Skills in a History Course

    Science.gov (United States)

    McLaughlin, Anne Collins; McGill, Alicia Ebbitt

    2017-01-01

    Critical thinking skills are often assessed via student beliefs in non-scientific ways of thinking, (e.g, pseudoscience). Courses aimed at reducing such beliefs have been studied in the STEM fields with the most successful focusing on skeptical thinking. However, critical thinking is not unique to the sciences; it is crucial in the humanities and…

  2. The instruments of higher order thinking skills

    Science.gov (United States)

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

    2017-12-01

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

  3. Critical Thinking Skills of United States Dental Hygiene Students

    Science.gov (United States)

    Notgarnie, Howard M.

    2011-01-01

    The complexity of decision-making in dental hygienists' practice requires critical thinking skills. Interest in raising educational standards for entry into the dental hygiene profession is a response to the demand for enhanced professional skills, including critical thinking skills. No studies found in the course of literature review compared…

  4. Measurement and comparison of nursing faculty members' critical thinking skills.

    Science.gov (United States)

    Blondy, Laurie C

    2011-03-01

    Nursing faculty members strive to teach students to think critically. It has long been assumed that nursing faculty members are good at critical thinking because they are expected to teach these skills to students, but this assumption has not been well supported empirically. Faculty members question their ability to think critically and are unsure of their skills. The purpose of this study was to address this assumption by measuring nursing faculty members' critical thinking skills and compare the faculty mean score to that of a student norming group, and to the mean scores of other nursing faculty studies. Findings can be used to increase nursing faculty members' understanding of their critical thinking skills, prompt discussion about critical thinking skills, and to help faculty members address concerns and uncertainty about the concept of critical thinking. This study also helps establish an empirical basis for future research.

  5. A Research on Mathematical Thinking Skills: Mathematical Thinking Skills of Athletes in Individual and Team Sports

    Science.gov (United States)

    Onal, Halil; Inan, Mehmet; Bozkurt, Sinan

    2017-01-01

    The aim of this research is to examine the mathematical thinking skills of licensed athletes engaged in individual and team sports. The research is designed as a survey model. The sample of the research is composed of 59 female and 170 male licensed athletes (n = 229) and (aged 14 to 52) licensed who do the sports of shooting, billiards, archery,…

  6. Critical thinking: knowledge and skills for evidence-based practice.

    Science.gov (United States)

    Finn, Patrick

    2011-01-01

    I respond to Kamhi's (2011) conclusion in his article "Balancing Certainty and Uncertainty in Clinical Practice" that rational or critical thinking is an essential complement to evidence-based practice (EBP). I expand on Kamhi's conclusion and briefly describe what clinicians might need to know to think critically within an EBP profession. Specifically, I suggest how critical thinking is relevant to EBP, broadly summarize the relevant skills, indicate the importance of thinking dispositions, and outline the various ways our thinking can go wrong. I finish the commentary by suggesting that critical thinking skills should be considered a required outcome of our professional training programs.

  7. 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...

  8. Global Perspectives: Developing Media Literacy Skills to Advance Critical Thinking

    Science.gov (United States)

    Radeloff, Cheryl L.; Bergman, Barbara J.

    2009-01-01

    Women's studies and feminist curricula have been lauded for the development and application of critical thinking skills for social and political change in its students (Fisher; Kellner and Share; Mayberry). Critical thinking can be defined as the ability to identify and challenge assumptions, to search for alternative ways of thinking, and to…

  9. Empowering Critical Thinking Skills with Computerized Patient Simulators

    Science.gov (United States)

    Farrar, Francisca Cisneros; Suggs, Leslie

    2010-01-01

    Students struggle with the mastery of critical thinking skills which are essential to their academic success. University faculty are challenged to create teaching strategies to help students build critical thinking skills. Nursing faculty at Austin Peay State University in Clarksville, Tennessee looked to research and technology for ways to…

  10. Developing Critical Thinking Skills: Assessing the Effectiveness of Workbook Exercises

    Science.gov (United States)

    Wallace, Elise D.; Jefferson, Renee N.

    2015-01-01

    To address the challenge of developing critical thinking skills in college students, this empirical study examines the effectiveness of cognitive exercises in developing those skills. The study uses Critical Thinking: Building the Basics by Walter, Knudsvig, and Smith (2003). This workbook is specifically designed to exercise and develop critical…

  11. Thinking Skills Intervention for Low-Achieving First Graders

    Science.gov (United States)

    Hotulainen, Risto; Mononen, Riikka; Aunio, Pirjo

    2016-01-01

    This paper reports the results of the improving thinking skills (ITS-1) intervention study on the thinking skills of low-achieving first graders. The intervention programme consists of 12 lessons, each lasting for 45 min. Lessons offer enriched-discovery learning activities and tasks to be solved through inductive reasoning. We used a…

  12. Enhancing Higher Order Thinking Skills through Clinical Simulation

    Science.gov (United States)

    Varutharaju, Elengovan; Ratnavadivel, Nagendralingan

    2014-01-01

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

  13. 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.

  14. 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.

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

    OpenAIRE

    Nila Herawati1, Dafik 2,3 & I Made Tirta4

    2018-01-01

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

  16. [Critical thinking skills in the nursing diagnosis process].

    Science.gov (United States)

    Bittencourt, Greicy Kelly Gouveia Dias; Crossetti, Maria da Graça Oliveira

    2013-04-01

    The aim of this study was to identify the critical thinking skills utilized in the nursing diagnosis process. This was an exploratory descriptive study conducted with seven nursing students on the application of a clinical case to identify critical thinking skills, as well as their justifications in the nursing diagnosis process. Content analysis was performed to evaluate descriptive data. Six participants reported that analysis, scientific and technical knowledge and logical reasoning skills are important in identifying priority nursing diagnoses; clinical experience was cited by five participants, knowledge about the patient and application of standards were mentioned by three participants; Furthermore, discernment and contextual perspective were skills noted by two participants. Based on these results, the use of critical thinking skills related to the steps of the nursing diagnosis process was observed. Therefore, that the application of this process may constitute a strategy that enables the development of critical thinking skills.

  17. 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.

  18. 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

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

    OpenAIRE

    Cone, Catherine; 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.

  20. 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.

  1. Defining and assessing critical thinking skills for student radiographers

    International Nuclear Information System (INIS)

    Castle, Alan

    2009-01-01

    Developing critical thinking skills is a key aim of higher education and is important in preparing student radiographers for their future careers in clinical practice. The aim of this paper was to attempt to devise and assess six key components of critical thinking appropriate for radiographic practice. Each of the six components was divided into three dimensions and a Critical Thinking Skills Scoring Chart (CTSSC) devised to assess students' written performance against each dimension. Scores revealed that approximately 30% of students were rated as good and approximately 10% of students were rated as poor in each component, although there was some variability between different dimensions. It is suggested that educators need to encourage and support students to develop their critical thinking skills by reviewing their curriculum to clearly define specific skills and ensure that they are appropriately taught and assessed

  2. 311 Developing Critical Thinking and Communication Skills in ...

    African Journals Online (AJOL)

    User

    2012-01-24

    Jan 24, 2012 ... educators as vital skills required for mastery of school subjects. However, it is observed ... thinking, communication competence and its importance for effective teaching and learning; teachers must learn to think critically and must ..... students should engage in a formal/informal discussion/debate activity on ...

  3. Fostering computational thinking skills with a tangible blocks programming environment

    OpenAIRE

    Turchi, T; Malizia, A

    2016-01-01

    Computational Thinking has recently returned into the limelight as an essential skill to have for both the general public and disciplines outside Computer Science. It encapsulates those thinking skills integral to solving complex problems using a computer, thus widely applicable in our technological society. Several public initiatives such as the Hour of Code successfully introduced it to millions of people of different ages and backgrounds, mostly using Blocks Programming Environments like S...

  4. Beliefs and Behaviors in Learning Critical Thinking Skills

    OpenAIRE

    Octavian REPOLSCHI

    2015-01-01

    The paper will present the relation between students’ beliefs and their behaviours observed in the process of learning critical thinking skills. In the first place some consideration concerning the fundamental epistemological concepts used in the research and about the particular critical thinking skills are to be sketched. Then the testing- learning procedure will be shortly summarized. Thirdly the evaluation of beliefs, their relations with knowledge and the associated behaviors are present...

  5. 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.

  6. EXAMINATION OF THE COMPUTATIONAL THINKING SKILLS OF STUDENTS

    Directory of Open Access Journals (Sweden)

    Agah Tugrul Korucu

    2017-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Pieter van Veuren

    1995-03-01

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

  8. Problem Solving and Critical Thinking Skills of Undergraduate Nursing Students

    Directory of Open Access Journals (Sweden)

    Yalçın KANBAY

    2013-12-01

    Full Text Available Due to the fact that critical thinking and problem solving skills are essential components of educational and social lives of individuals, this present study which investigate critical thinking and problem solving skills of undergraduate students of nursing was planned. This is a descriptive study. The study population consisted of undergraduate nursing students of a university during the 2011-2012 academic year. Any specific sampling method was not determined and only the voluntary students was enrolled in the study . Several participants were excluded due to incomplete questionnaires, and eventually a total of 231 nursing students were included in the final sampling. Socio Demographic Features Data Form and the California Critical Thinking Disposition Scale and Problem Solving Inventory were used for data collection. The mean age of 231 subjects (148 girls, 83 boys was 21.34. The mean score of critical thinking was 255.71 for the first-grade, 255.57 for the second-grade, 264.73 for the third-grade, and 256.468 for the forth-grade students. The mean score of critical thinking was determined as 257.41 for the sample, which can be considered as an average value. Although there are mean score differences of critical thinking between the classes , they were not statistically significant (p> 0.05. With regard to the mean score of problem solving, the first-grade students had 92.86, the second-grade students had 94. 29, the third-grade students had 87.00, and the forth-grade students had 92.87. The mean score of problem solving was determined as 92.450 for the sample. Although there are differences between the classes in terms of mean scores of problem solving, it was not found statistically significant (p> 0.05. In this study, statistically significant correlation could not be identified between age and critical thinking skills of the subjects (p>0.05. However, a negative correlation was identified at low levels between critical thinking skills and

  9. Analytical and critical thinking skills in public relations

    Directory of Open Access Journals (Sweden)

    Dalibor Jakus

    2014-12-01

    Full Text Available This article presents more or less independent reasons why analytical and critical thinking skills should be essential part of public relations. Generally, it is considered that the analytical and critical thinking skills are part of public relations, as well as creative thinking, but they should be considered separately and given the codes of ethics of the profession used as initial criteria. For the purpose of the study, in this article is presented the result of the survey in which determine importance of using analytical and critical thinking skills in the implementation of PR projects. The second aim in the survey was to identify the target audience and how they react to the placed information.

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

    Science.gov (United States)

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

    2013-01-01

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

  11. Evaluation of Critical Thinking and Reflective Thinking Skills among Science Teacher Candidates

    Science.gov (United States)

    Demir, Sibel

    2015-01-01

    The aim of this study was to evaluate and determine the critical thinking and reflective thinking skills of science teacher candidates. The study was performed with the participation of 30 teacher candidates enrolled in the science teaching department of a university in Turkey. Scales administered during the study included the California Critical…

  12. Enhancing Thinking Skills with School-University Collaboration.

    Science.gov (United States)

    McInerney, William D.; Kolter, Gerald E.

    1988-01-01

    Describes a collaborative Purdue University and Twin Lakes School Corporation (Indiana) project to specify and demonstrate research-based instructional models facilitating the development of students' higher thinking skills. The project has developed a special site where student teachers can observe and practice teaching these skills. Includes 10…

  13. Developing Critical Thinking and Communication Skills in Students ...

    African Journals Online (AJOL)

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

  14. Improving Students' Critical Thinking, Creativity, and Communication Skills

    Science.gov (United States)

    Geissler, Gary L.; Edison, Steve W.; Wayland, Jane P.

    2012-01-01

    Business professors continue to face the challenge of truly preparing their students for the workplace. College students often lack skills that are valued by employers, such as critical thinking, creativity, communication, conflict resolution, and teamwork skills. Traditional classroom methods, such as lectures, may fail to produce adequate…

  15. Critical Thinking Skills Evidenced in Graduate Students Blogs

    Science.gov (United States)

    Cain, Holly Reed; Giraud, Vivana; Stedman, Nicole L. P.; Adams, Brittany L.

    2012-01-01

    The objective of this research was to identify Facione's six critical thinking skills using graduate students blogs as a reflection tool in the context of leadership using structured and unstructured blogs. The skills researched were (a) Interpretation, (b) Analysis, (c) Evaluation, (d) Inference, (e) Explanation, and (f) Self-Regulation (Facione,…

  16. Online discussion: Enhancing students' critical thinking skills

    Science.gov (United States)

    Rathakrishnan, Mohan; Ahmad, Rahayu; Suan, Choo Ling

    2017-10-01

    Online discussion has become one of the important strategies for the teacher to teach the students to think critically when conveying their ideas and become more proactive and creative. In this paper, padlet online discussion communication was conducted to examine its effectiveness in enhancing critical thinking. In this study, there are two types of critical thinking: macro and micro critical thinking. A total of 70 Universiti Utara Malaysia Management Foundation Programme students involved in this experimental research design. The students in treatment class are divided to few groups. Every group uses padlet online discussion to discuss the topic given. All the group members discuss and write their ideas in padlet. Ideas that are posted in padlet will be displayed in front of the class so that the entire group in the treatment class could see the given ideas. Paul's (1993) model was used to analyze student's macro and micro critical thinking in padlet online discussion and communication. The finding shows that students who used padlet online discussion backchannel communication have greater macro and micro critical thinking level than students who do not use online discussion.

  17. Teaching communication skills: beyond wishful thinking.

    Science.gov (United States)

    Junod Perron, Noelle; Sommer, Johanna; Louis-Simonet, Martine; Nendaz, Mathieu

    2015-01-01

    Communication skills tend to decline with time unless they are regularly recalled and practiced. However, most medical schools still deliver clinical communication training only during pre-clinical years although the clinical environment is considered to be ideal for acquiring and teaching clinical communication. The aim of this article is to review the barriers that prevent communication skills teaching and training from occurring in clinical practice and describe strategies that may help enhance such activities. Barriers occur at several levels: students, junior doctors and clinical supervisors sometimes have negative attitudes towards communication training; structured training in communication skills is often insufficient; clinical supervisors behave as poor role models and lack effective communication and teaching skills; finally, there are organisational constraints such as lack of time, competing priorities, weak hierarchy support and lack of positive incentives for using, training or teaching good communication skills in clinical practice. Given the difficulty of assessing transfer of communication skills in practice, only few studies describe successful educational interventions. In order to optimise communication skills learning in practice, there is need to: (1.) modify the climate and structure of the working environment so that that use, training and teaching of good communication skills in clinical practice becomes valued, supported and rewarded; (2.) extend communication skills training to any field of medicine; (3.) provide regular structured trainings and tailor them to trainees' needs. Practical implications of such findings are discussed at the end of this review.

  18. Promoting the teaching of critical thinking skills through faculty development.

    Science.gov (United States)

    Behar-Horenstein, Linda S; Schneider-Mitchell, Gail; Graff, Randy

    2009-06-01

    Practical and effective faculty development programs are vital to individual and institutional success. However, there is little evidence that program outcomes result in instructional changes. The purpose of this study was to determine if and how faculty development would enhance participants' use of critical thinking skills in instruction. Seven faculty members from the University of Florida College of Dentistry and one faculty member from another health science college participated in six weekly two-hour faculty development sessions in spring 2007 that focused on enhancing critical thinking skills in instruction. Kaufman's and Rachal's principles of andragogy (adult learning) were used to design the sessions. Participants used learning journals to respond to four instructor-assigned prompts and provided one presentation to peers. With the use of qualitative methods, eight themes emerged across the learning journals: teaching goals, critical thinking, awareness of learners, planned instructional change, teaching efficacy, self-doubt, external challenges, and changes made. Five of eight participants incorporated critical thinking skills into their presentations at a mean level of 2.4 or higher on a 5-point scale using Paul and Elder's behavioral definition of critical thinking skills. Faculty development opportunities that cause participants to reason through learning journals, peer presentations, and group discussion demonstrated the incorporation of critical thinking concepts in 63 percent of this cohort group's presentations, suggesting that if evidence-based pedagogies are followed, instructional changes can result from faculty development.

  19. Developing Critical Thinking Skills of Students in Mathematics Learning

    Directory of Open Access Journals (Sweden)

    Firdaus Firdaus

    2015-08-01

    Full Text Available Critical thinking skills should be owned by students. Therefore, schools should be responsible to develop and  evaluate critical thinking skills through teaching and learning process in schools. This study aims to identify the effects of mathematical learning modules based on problem-based learning to critical thinking skills at secondary school students in District of Bone. Assessment of critical thinking skills in mathematical problem solving non-routine includes three parts;  the identification and interpretation of information, information analysis, and evaluate of evidence and arguments. This study involved a total of 68 students grade 12 science state secondary school (SMAN in Bone District of South Sulawesi, Indonesia in academic year 2014-2015. The sample consists of 38 students in the city and 30 rural students. The design of the study was quasi experimental one group pretest-posttest. The data was analysed using the inferential t-test with SPSS 20.0 for windows. The study found that there are effects of the use of mathematical learning module based PBL to enhance the ability of critical thinking skills in mathematics students in all three components, namely, identifying and interpreting information, information analysis, and evaluate of evidence and argument.

  20. MENTAL SHIFT TOWARDS SYSTEMS THINKING SKILLS IN COMPUTER SCIENCE

    Directory of Open Access Journals (Sweden)

    MILDEOVÁ, Stanislava

    2012-03-01

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

  1. 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.

  2. 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

  3. Research on the Development and Teaching of Thinking Skills

    Directory of Open Access Journals (Sweden)

    Margarita Amestoy de Sánchez

    2002-05-01

    Full Text Available In this presentation it is proposed and justified an integrated model of research and development that could be applicable to the building, implementation and evaluation of the teaching and transfer of thinking skills. First, the principles underlying the development of thought are presented; next, the role of research in the construction and application of the intellectual development and process-based learning model; its components and interrelations are identified. Finally, the role of research in the design and application of projects aiming at the development of thinking skills is analyzed.

  4. Development of assessment instruments to measure critical thinking skills

    Science.gov (United States)

    Sumarni, W.; Supardi, K. I.; Widiarti, N.

    2018-04-01

    Assessment instruments that is commonly used in the school generally have not been orientated on critical thinking skills. The purpose of this research is to develop assessment instruments to measure critical thinking skills, to test validity, reliability, and practicality. This type of research is Research and Development. There are two stages on the preface step, which are field study and literacy study. On the development steps, there some parts, which are 1) instrument construction, 2) expert validity, 3) limited scale tryout and 4) narrow scale try-out. The developed assessment instrument are analysis essay and problem solving. Instruments were declared valid, reliable and practical.

  5. Lecturers’ perception on students’ critical thinking skills development and problems faced by students in developing their critical thinking skills

    OpenAIRE

    Astuti Muh. Amin; Romi Adiansyah

    2018-01-01

    Critical thinking emerges when learners attempt to use their background knowledge to construct meaning through interpreting, analyzing, and manipulating information in responding to a problem or a question that requires more than a single correct answer. Two factors that affect the improvement of the students’ critical thinking skills are lecturers’ activities and students’ activities. This study was a descriptive quantitative study which aimed to investigate (1) how lecturers perceive the de...

  6. YOUNG ADOLESCENT EFL LEARNERS’ PERSPECTIVES ON CRITICAL THINKING SKILLS

    Directory of Open Access Journals (Sweden)

    Hasan Bedir

    2016-07-01

    Full Text Available Critical Thinking Skills (CTs are among the 21st century learning skills, and schools are expected to equip the students with these skills. Turkey has been restructuring the educational system in order to improve the quality of education which enables students to acquire such learning skills as critical and creative thinking, problem solving, and collaboration. The present study based on the perspectives of young adolescent EFL learners presents findings on the students’ awareness of CTs, and whether or not they apply them to a given task, and if there is any conflict between knowledge and application of CTs. The findings showed that the students, despite their quiet well awareness, did not effectively apply CTs. The problems they encountered were assumed to be resulted from lacking in metacognitive knowledge.

  7. Examining Critical Thinking Skills in Family Medicine Residents.

    Science.gov (United States)

    Ross, David; Schipper, Shirley; Westbury, Chris; Linh Banh, Hoan; Loeffler, Kim; Allan, G Michael; Ross, Shelley

    2016-02-01

    Our objective was to determine the relationship between critical thinking skills and objective measures of academic success in a family medicine residency program. This prospective observational cohort study was set in a large Canadian family medicine residency program. Intervention was the California Critical Thinking Skills Test (CCTST), administered at three points in residency: upon entry, at mid-point, and at graduation. Results from the CCTST, Canadian Residency Matching Service file, and interview scores were compared to other measures of academic performance (Medical Colleges Admission Test [MCAT] and College of Family Physicians of Canada [CCFP] certification examination results). For participants (n=60), significant positive correlations were found between critical thinking skills and performance on tests of knowledge. For the MCAT, CCTST scores correlated positively with full scores (n=24, r=0.57) as well as with each section score (verbal reasoning: r=0.59; physical sciences: r=0.64; biological sciences: r=0.54). For CCFP examination, CCTST correlated reliably with both sections (n=49, orals: r=0.34; short answer: r=0.47). Additionally, CCTST was a better predictor of performance on the CCFP exam than was the interview score at selection into the residency program (Fisher's r-to-z test, z=2.25). Success on a critical thinking skills exam was found to predict success on family medicine certification examinations. Given that critical thinking skills appear to be stable throughout residency training, including an assessment of critical thinking in the selection process may help identify applicants more likely to be successful on final certification exam.

  8. Assessment of Production Skill Acquisition and Strategy for Capacity ...

    African Journals Online (AJOL)

    First Lady

    The study was a survey research which investigated the production skills possessed by .... like creative thinking, decision making, marketing etc. (Olutoyin ... difficult to get teaching jobs or set up and handle their own businesses which resulted ...

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

    Directory of Open Access Journals (Sweden)

    Afifah Fadhlullah

    2017-12-01

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

  10. Developing Higher-Order Thinking Skills through WebQuests

    Science.gov (United States)

    Polly, Drew; Ausband, Leigh

    2009-01-01

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

  11. Skill Based Teaching--Learning Science Implementing Metaphorical Thinking

    Science.gov (United States)

    Navaneedhan, Cittoor Girija; Kamalanabhan, T. J.

    2017-01-01

    Education in its general sense is a form of learning in which knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, research, or simply through auto didacticism, Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts. The…

  12. Development of critical thinking skills through distance learning in ...

    African Journals Online (AJOL)

    Interpersonal contact between the lecturers and students improves the development of critical thinking skills. The process is hampered by the geographical distance between the lecturers and the students in the case of distance education and learning. In many cases distance learning is, however, the only option.

  13. A Study on Metacognitive Thinking Skills of University Students

    Science.gov (United States)

    Coskun, Yemliha

    2018-01-01

    The purpose of this study is to investigate the university students' metacognition thinking skills. The research is a descriptive study in the screening model.The study was carried out with 407 students from the faculties of physical education and sports, education science and letters, business administration, theology, engineering, forestry and…

  14. The Relationship of the World Wide Web to Thinking Skills.

    Science.gov (United States)

    Bradshaw, Amy C.; Bishop, Jeanne L.; Gens, Linda S.; Miller, Sharla L.; Rogers, Martha A.

    2002-01-01

    Discusses use of the World Wide Web in education and its possibilities for developing higher order critical thinking skills to successfully deal with the demands of the future information society. Suggests that teachers need to provide learning environments that are learner-centered, authentic, problem-based, and collaborative. (Contains 61…

  15. System Thinking Skills at the Elementary School Level

    Science.gov (United States)

    Assaraf, Orit Ben-Zvi; Orion, Nir

    2010-01-01

    This study deals with the development of system thinking skills at the elementary school level. It addresses the question of whether elementary school students can deal with complex systems. The sample included 40 4th grade students from one school in a small town in Israel. The students studied an inquiry-based earth systems curriculum that…

  16. Meta-concepts, thinking skills and religious education

    NARCIS (Netherlands)

    Vermeer, P.

    2012-01-01

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

  17. Effects of Diversity Experiences on Critical Thinking Skills: Who Benefits?

    Science.gov (United States)

    Loes, Chad; Pascarella, Ernest; Umbach, Paul

    2012-01-01

    This study analyzed data from the Wabash National Study of Liberal Arts Education to estimate the unique effects of exposure to classroom diversity and involvement in interactional diversity on growth in critical thinking skills during the first year of college. Net of important confounding influences, neither classroom nor interactional diversity…

  18. Social Studies Teacher Candidates' Views on Historical Thinking Skills

    Science.gov (United States)

    Ozmen, Cengiz

    2015-01-01

    Current study aimed to present Social Studies teacher candidates' views on historical thinking skills. Study was conducted using qualitative design and working group was composed of a total of 121 teacher candidates (62 females and 59 males) attending Social Studies Teaching Department of Karadeniz Technical University and Adiyaman University…

  19. Pre-Service Teachers' Opinions on Teaching Thinking Skills

    Science.gov (United States)

    Akinoglu, Orhan; Karsantik, Yasemin

    2016-01-01

    The purpose of the present study is to determine pre-service teachers' opinions on teaching thinking skills. 134 senior pre-service pre-school, English and mathematics teachers studying at a state university in Istanbul participated in the study which is designed based on survey model. A questionnaire which was developed by the researchers was…

  20. Gender: Its relation to Mathematical Creative Thinking Skill

    Science.gov (United States)

    Permatasari, H. R.; Wahyudin, W.

    2017-09-01

    Mathematical creative thinking skill is one of the most important capabilities in the present century, both for men and women. One of the current issues is about gender and how gender mainstreaming can be realized optimally. The purpose of this study is to determine the comparison of the mathematical creative thinking skill increasing between male and female students after the application of Team Games Tournament (TGT) learning. This research was conducted at 28 students in the 4th grade of an elementary school in Bandung City. The research method used is quasi experiment because it is aimed to test wether there are differences in mathematical creative thinking skill improving between male and female students after being treatment in the form of learnig with TGT. The result of this research is that there is no difference in mathematical creative thinking skill improving between male and female students after the application of TGT learning. It is influenced by some factors such as how the teacher treats male and female with the same treatment in learning process. Recommendation of this research that can be done further research about this topic more deeply. Beside that, the teacher especially in elementary school can use the TGT learning application to reduce the gap between male and female students during the learning process.

  1. Development of Authentic Assessment instruments for Critical Thinking skills in Global Warming with a Scientific Approach

    Directory of Open Access Journals (Sweden)

    R. Surya Damayanti

    2017-12-01

    Full Text Available This study aims to develop an authentic assessment instrument to measure critical thinking skills in global warming learning and to describe the suitability, easiness, and usefulness of the use instruments which are developed base on the teacher’s opinion.   The development design is carried out by Borg & Gall (2003 development model, which is conducted with seven stages: information gathering stage, planning stage, product development stage, product test stage, product revision stage, field trial stage, and final product. The test subjects are students and teachers in SMA Lampung Tengah by using purposive sampling technique.  Global warming learning using authentic assessment consists of a series of learning activities, including observing, discussing, exploring, associating and communicating.  The results show the authentic assessment techniques global warming to measure and cultivate critical thinking skills consisting of written tests, performance, portfolios, projects, and attitudes.  The developed assessment model meets content and constructs validity, and effectively improves students' critical thinking skills and has a high level of suitability, easiness, and usefulness well-being. The assessment techniques are used in global warming learning are performance assessment techniques, portfolios, projects, products, and attitude that together contribute to the improvement of critical thinking skills on 97,4% of global warming learning.

  2. Should we teach thinking skills to deaf children?

    Directory of Open Access Journals (Sweden)

    Emma Tamsin Kelty

    2006-04-01

    Full Text Available This pilot study aimed to identify the benefits of developing thinking skills with KS1 deaf children who used British Sign Language (BSL. It arose as a response to the findings of a variety of researches who had reported a number of ‘failings’ apparent in the educational and learning activity of deaf children. It used a case study approach involving five profoundly deaf Key stage 1 children and explored the extent to which, using materials grounded in the Somerset Thinking Skills Course, the teaching of thinking skills in a supportive environment could remediate some of these issues. The strongly visual nature of the material supported pupil exchanges mediated by the use of sign language. Analysis of video film was used to plot individual pupil development of scanning skills, their use of nouns versus adjectives, micro-skills and macro-abilities. Pupil reasoning skills, how they were supported, their ownership and role of the facilitator were also examined. The results showed that within eight weeks (equivalent to four hours in total the children were more able to express their perceptions. They watched other children in order to access their signed information and appeared to use this to develop, elaborate, extend and provide reasons when it was their turn to present. There was also evidence of enhanced creativity and originality in their contributions. This pilot study urges the need for further research and suggests that a priority should be given to developing this approach in the teaching of deaf children. Due to the complexity of thinking skills it further recommends that this area should be taught as a separate topic that can inform other subjects.

  3. Atom Core Interactive Electronic Book to Develop Self Efficacy and Critical Thinking Skills

    Science.gov (United States)

    Pradina, Luthfia Puspa; Suyatna, Agus

    2018-01-01

    The purpose of this research is to develop interactive atomic electronic school book (IESB) to cultivate critical thinking skills and confidence of students grade 12. The method used in this research was the ADDIE (Analyze Design Development Implementation Evaluation) development procedure which is limited to the test phase of product design…

  4. Improving critical thinking : Effects of dispositions and instructions oneconomics students' reasoning skills

    NARCIS (Netherlands)

    Heijltjes, Anita; van Gog, Tamara; Leppink, Jimmie; Paas, Fred

    2014-01-01

    This experiment investigated the impact of critical thinking dispositions and instructions on economics students' performance on reasoning skills. Participants (. N=. 183) were exposed to one of four conditions: critical thinking instruction, critical thinking instruction with self-explanation

  5. Comparison of Critical Thinking Skills of Nurses in Japan, China and Samoa

    OpenAIRE

    Petrini, Marcia, A; Kawashima, Asako

    2003-01-01

    A comparison of crirical thinking skills of baccalaureate nursing students in Japan, Chine and Samoa was conducted to measure and compare the critical thinking abilities of nursing students based on the California Critical Thinking Disposition Inventory

  6. 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.

  7. Rubric Assessment on Science and Creative Thinking Skills of Students

    Science.gov (United States)

    Ratnasusanti, H.; Ana, A.; Nurafiati, P.; Umusyaadah, L.

    2018-02-01

    The result of the monitoring and evaluation of the latest Indonesian curriculum (the 2013 curriculum) implementation at junior high school level year of 2014 showed that one of the difficult things that learners had in implementation 2013 curriculum is doing the result. The characteristic of applying the 2013 curriculum is to emphasize the modern pedagogic dimension of learning, which is using scientific approach, which requires learners to have highlevel thinking skills, one of which is creative thinking skills. The aims of this research is to implement performance assessment in measuring the creative thinking of junior high school students on subject Prakarya. The form of the main performance assessment is the task and assessment criteria. The experimental method that been used is the Quasi Experiment with Non-Equivalent Design Group Research. Population in this study is the students of VIII class of junior high school in Bandung, Indonesia which consists of six classes. And two classes are selected for the sample from that six classes and VIII A class were chosen, while VIII F class has been chosen as control class. The result of this research showed that the rubics of performance assessment can be measure or identify the creative thinking skill, its prove by the result of pre-test dan post-test are more dominant. In material of identification student’s creative thinking skills are reached an average 85 compare 79 with the control class. while in the presentation the experimental class got an average of 85 bigger than the control class which only reached 79.

  8. 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. 

  9. Workplace skills and the skills gaps related to employee critical thinking ability and science education curriculum

    Science.gov (United States)

    Alexander, William A.

    In recent years, business and industry have been vocal critics of education. Critics complain the American workforce, particularly young people, are deficient in workplace skills. A survey of 500 randomly selected Ohio businesses was used to determine opinions of respondents related to workplace skills gaps, rising skill levels, and level and type of critical thinking used on the job by all employees and entry-level employees. Four of 18 science outcomes promoted by the Ohio Department of Education had an application in business and these required critical-thinking skills to complete. These four formed the foundation in the survey because they provided a connection between thinking skills required on the Ohio 12 th Grade Proficiency Test and those required on the job. Pearson correlation coefficient was used to identify correlation between responses. The alpha level was p ≤ .05. Stepwise multiple linear regression analysis was conducted to identify significant (p ≤ .05) relationships between variables as represented by responses. In addition, one version of the Science Section of the Ohio 12th Grade Proficiency Test was analyzed for use of critical thinking using the SCAN's critical-thinking attributes as a standard. There were several findings related to workplace skills and critical thinking. Only 17.1% of respondents indicated dissatisfaction with the basic academic skill level of their employees. A majority (71.1%) of responding businesses perceived a lack of work ethic as more important than deficient academic skills. Only 17.1% of respondents reported the skill level of their entry-level employees was rising. Approximately 1/3 of responding businesses required no critical thinking at all from their entry-level employees. Small businesses were significantly more likely to require higher levels of critical thinking from their entry level employees than larger businesses. Employers who reported rising skill levels in entry-level employees required all of

  10. CRITICAL THINKING SKILLS OF ACCOUNTING STUDENTS

    Directory of Open Access Journals (Sweden)

    EDGARD B. CORNACHIONE JR.

    2007-01-01

    Full Text Available Sistemas educacionales alrededor del mundo evalúan el desempeño académico de alumnos con base en habilidades de lectura y redacción, con evidencias sobre el papel esencial del raciocinio crítico. Para apurar la educación en la área de negocios es necesa-rio un mejor entendimiento sobre el raciocinio crítico de los alumnos, así como sobre sus habilidades de comunicación. Esta pesquisa se centró en la evaluación de habilidades de lectura, redacción y raciocinio crítico de alumnos de contabilidad utilizando instrumentos validados: (a Cuestionario de Estrategias Motivadoras para Aprendizaje (Motivated Stra-tegies sea Learning Questionnaire, MSLQ, (b Prueba Escrita de Raciocinio Crítico de Ennis-Weir (Ennis-Weir Critical Thinking Essay Test, EW-CTET, y (c Indicador Flesch de Facilidad de Lectura (Flesch Reading Ease, en Inglés y versión adaptada para el Portu-gués. Los participantes escribieron una pequeña redacción que fue evaluada en térmi-nos de calidad de escritura y raciocinio crítico con base en el EW-CTET. Los resultados trajeron indicaciones de buena calidad de escritura y evidencia de niveles elevados de raciocinio crítico. Diferencias significativas (por ejemplo, género, maternidad/paternidad, nivel de estudios, y nivel en el programa no fueron observadas en las métricas sobre niveles de facilidad de lectura de los productos escritos generados por los participantes. Elementos para el esmero de desempeño de los participantes alineados con sus habi-lidades de raciocinio crítico son discutidos juntamente con ponderación profunda sobre comportamiento de educadores como agentes de cambio en este escenario. Se sugiere que diferencias culturales sobre raciocinio crítico observadas en este estudio relaciona-das con la percepción de autoridad sean examinadas en futuras averiguaciones.

  11. Concept-Mapping Tools and the Development of Students' Critical-Thinking Skills

    Science.gov (United States)

    Tseng, Sheng-Shiang

    2015-01-01

    Developing students' critical-thinking skills has recently received attention at all levels of education. This article proposes the use of concept-mapping tools to improve students' critical-thinking skills. The article introduces a Web-based concept-mapping tool--Popplet--and demonstrates its application for teaching critical-thinking skills in…

  12. Developing Critical Thinking Skills Using the Science Writing Heuristic in the Chemistry Laboratory

    Science.gov (United States)

    Stephenson, N. S.; Sadler-McKnight, N. P.

    2016-01-01

    The Science Writing Heuristic (SWH) laboratory approach is a teaching and learning tool which combines writing, inquiry, collaboration and reflection, and provides scaffolding for the development of critical thinking skills. In this study, the California Critical Thinking Skills Test (CCTST) was used to measure the critical thinking skills of…

  13. Improving Critical Thinking Skills of College Students through RMS Model for Learning Basic Concepts in Science

    Science.gov (United States)

    Muhlisin, Ahmad; Susilo, Herawati; Amin, Mohamad; Rohman, Fatchur

    2016-01-01

    The purposes of this study were to: 1) Examine the effect of RMS learning model towards critical thinking skills. 2) Examine the effect of different academic abilities against critical thinking skills. 3) Examine the effect of the interaction between RMS learning model and different academic abilities against critical thinking skills. The research…

  14. A Conceptual Model for the Design and Delivery of Explicit Thinking Skills Instruction

    Science.gov (United States)

    Kassem, Cherrie L.

    2005-01-01

    Developing student thinking skills is an important goal for most educators. However, due to time constraints and weighty content standards, thinking skills instruction is often embedded in subject matter, implicit and incidental. For best results, thinking skills instruction requires a systematic design and explicit teaching strategies. The…

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

    Science.gov (United States)

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

    2017-05-01

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

  16. Beliefs and Behaviors in Learning Critical Thinking Skills

    Directory of Open Access Journals (Sweden)

    Octavian REPOLSCHI

    2015-12-01

    Full Text Available The paper will present the relation between students’ beliefs and their behaviours observed in the process of learning critical thinking skills. In the first place some consideration concerning the fundamental epistemological concepts used in the research and about the particular critical thinking skills are to be sketched. Then the testing- learning procedure will be shortly summarized. Thirdly the evaluation of beliefs, their relations with knowledge and the associated behaviors are presented. The results of the periodic testing procedures that were taking place according to the established methodology are to be discussed. Finally, some general considerations concerning the relations between beliefs, behaviors and knowledge that have emerged in the process of learning are going to be presented.

  17. A Review on Developing Critical Thinking Skills through Literary Texts

    Directory of Open Access Journals (Sweden)

    Noraini Ahmad Shukri

    2015-04-01

    Full Text Available Many ESL instructors are generally in agreement with the belief that it is essential that students should be assisted in developing critical thinking skills while being engaged in their language learning process especially those learning the target language at higher level (Stern, 1985; Dickinson, 1991; McKay, 2001; Terry, 2007; Van, 2009; Odenwald, 2010. As it enables language learners to engage in a more purposeful and self-regulatory in judgment, helping them in their evaluation of the arguments of others and of their own, coming to well-reasoned resolutions to any complex problems and to be able to resolve conflicts encountered in their daily lives. Critical thinking requires them to be actively involved in their own learning process as they attempt to individually understand and apply the information they are exposed to during the classroom interaction (Landsberger, 1999; Tung & Chang, 2009. The many advantageous and feasibility of teaching instruction that incorporates the study of literature in the ESL classroom which suggests that literature texts, if correctly chosen and instructed, can prove to be beneficial to ESL students’ overall level of literacy and critical thinking skills. Numerous empirical researches also asserted that literary texts that are authentic, enjoyable, and motivating would naturally increase both their knowledge of the target language patterns and cultural awareness. Keywords: Critical thinking, ESL classroom, literature, literary text

  18. 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.

  19. Validation of a clinical critical thinking skills test in nursing

    OpenAIRE

    Shin, Sujin; Jung, Dukyoo; Kim, Sungeun

    2015-01-01

    Purpose: The purpose of this study was to develop a revised version of the clinical critical thinking skills test (CCTS) and to subsequently validate its performance. Methods: This study is a secondary analysis of the CCTS. Data were obtained from a convenience sample of 284 college students in June 2011. Thirty items were analyzed using item response theory and test reliability was assessed. Test-retest reliability was measured using the results of 20 nursing college and graduate school stud...

  20. [Development of critical thinking skill evaluation scale for nursing students].

    Science.gov (United States)

    You, So Young; Kim, Nam Cho

    2014-04-01

    To develop a Critical Thinking Skill Test for Nursing Students. The construct concepts were drawn from a literature review and in-depth interviews with hospital nurses and surveys were conducted among students (n=607) from nursing colleges. The data were collected from September 13 to November 23, 2012 and analyzed using the SAS program, 9.2 version. The KR 20 coefficient for reliability, difficulty index, discrimination index, item-total correlation and known group technique for validity were performed. Four domains and 27 skills were identified and 35 multiple choice items were developed. Thirty multiple choice items which had scores higher than .80 on the content validity index were selected for the pre test. From the analysis of the pre test data, a modified 30 items were selected for the main test. In the main test, the KR 20 coefficient was .70 and Corrected Item-Total Correlations range was .11-.38. There was a statistically significant difference between two academic systems (p=.001). The developed instrument is the first critical thinking skill test reflecting nursing perspectives in hospital settings and is expected to be utilized as a tool which contributes to improvement of the critical thinking ability of nursing students.

  1. Sleep deprivation reduces perceived emotional intelligence and constructive thinking skills.

    Science.gov (United States)

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

    2008-07-01

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

  2. Examining patterns of change in the critical thinking skills of graduate nursing students.

    Science.gov (United States)

    McMullen, Maureen A; McMullen, William F

    2009-06-01

    Although critical thinking in undergraduate nursing education has been explored in depth, little is known about the critical thinking skills of graduate nursing students. Prior research on change in critical thinking scores is based primarily on pretest and posttest assessments that provide minimal information about change. This study used individual growth modeling to investigate how critical thinking skills change during a 2-year graduate nurse program. Scores from the evaluation, inference, and analysis subscales of the California Critical Thinking Skills Test comprised the empirical growth record. Change in the three critical thinking skills was more dynamic than that reported in previous studies. Patterns of change differed by critical thinking skill and in relation to students' initial critical thinking skill levels at program entry.

  3. Using Thinking Skills as a Bridge between ELA and Science Teaching Strategies

    Science.gov (United States)

    Harris, Robin Lee

    2008-01-01

    This article presents five activities that demonstrate developing thinking skills in students, uses comparable ELA and science skills. The thinking skills of Blooms Taxonomy are the organizer. Skills and processes gleaned from NYS ELA and Science Standards included in the article are: categorizing, comparing, following procedures, sequencing,…

  4. Productive and Re-Productive Thinking in Solving Insight Problems

    Science.gov (United States)

    Cunningham, J. Barton; MacGregor, James N.

    2014-01-01

    Many innovations in organizations result when people discover insightful solutions to problems. Insightful problem-solving was considered by Gestalt psychologists to be associated with productive, as opposed to re-productive, thinking. Productive thinking is characterized by shifts in perspective which allow the problem solver to consider new,…

  5. Contrasting platform thinking and product modularization

    DEFF Research Database (Denmark)

    Boer, Henrike Engele Elisabeth; Persson, Magnus

    2015-01-01

    Product modularization and platform thinking are both practices that seek to alleviate the negative impact of product customization and variety on internal operations by relying on economies of substitution. Through the use of a standardized pool of components and interfaces, these practices aim...... to create a broad spectrum of product choices. At first sight, product modularization and platform thinking are very similar. The difference between these practices can, however, be found in the manner in which they employ standardization. Where product modularization focuses on creating standardized...... variants. There is a general lack of research addressing the contingency factors that dictate the appropriateness of the use of product modularization and platform thinking in different contexts. To our knowledge, no large-scale empirical research has been reported in which the two concepts, contextual...

  6. Improving Undergraduates' Critical Thinking Skills through Peer-learning Workshops

    Science.gov (United States)

    Cole, S. B.

    2013-12-01

    Critical thinking skills are among the primary learning outcomes of undergraduate education, but they are rarely explicitly taught. Here I present a two-fold study aimed at analyzing undergraduate students' critical thinking and information literacy skills, and explicitly teaching these skills, in an introductory Planetary Science course. The purpose of the research was to examine the students' information-filtering skills and to develop a short series of peer-learning workshops that would enhance these skills in both the students' coursework and their everyday lives. The 4 workshops are designed to be easily adaptable to any college course, with little impact on the instructor's workload. They make use of material related to the course's content, enabling the instructor to complement a pre-existing syllabus while explicitly teaching students skills essential to their academic and non-academic lives. In order to gain an understanding of undergraduates' existing information-filtering skills, I examined the material that they consider to be appropriate sources for a college paper. I analyzed the Essay 1 bibliographies of a writing-based introductory Planetary Science course for non-majors. The 22 essays cited 135 (non-unique) references, only half of which were deemed suitable by their instructors. I divided the sources into several categories and classified them as recommended, recommended with caution, and unsuitable for this course. The unsuitable sources ranged from peer-reviewed journal articles, which these novice students were not equipped to properly interpret, to websites that cannot be relied upon for scientific information (e.g., factoidz.com, answersingenesis.org). The workshops aim to improve the students' information-filtering skills by sequentially teaching them to evaluate search engine results, identify claims made on websites and in news articles, evaluate the evidence presented, and identify specific correlation/causation fallacies in news articles

  7. ADOLESCENT DEVELOPMENT IN THE 21ST CENTURY: DEVELOPING CRITICAL THINKING SKILLS THROUGH EXPRESSIVE DRAWING TECHNIQUES

    OpenAIRE

    Marfu’i, Lucky Nindi Riandika

    2017-01-01

    Adolescent is a formal operational stage of cognitivedevelopment. The development of an educational program prioritizes four skillsto support success in meeting the challenges of the 21st century. One of thepriority skills of the four skills is critical thinking skill. Criticalthinking skill is a skill which shows the performance of individual cognitionin interpreting, analyzing, and doing self-regulation regarding problems andinformation received. Critical thinking skill is closely related t...

  8. Peer led team learning in introductory biology: effects on peer leader critical thinking skills.

    Science.gov (United States)

    Snyder, Julia J; Wiles, Jason R

    2015-01-01

    This study evaluated hypothesized effects of the Peer-Led Team Learning (PLTL) instructional model on undergraduate peer leaders' critical thinking skills. This investigation also explored peer leaders' perceptions of their critical thinking skills. A quasi-experimental pre-test/post-test with control group design was used to determine critical thinking gains in PLTL/non-PLTL groups. Critical thinking was assessed using the California Critical Thinking Skills Test (CCTST) among participants who had previously completed and been successful in a mixed-majors introductory biology course at a large, private research university in the American Northeast. Qualitative data from open-ended questionnaires confirmed that factors thought to improve critical thinking skills such as interaction with peers, problem solving, and discussion were perceived by participants to have an impact on critical thinking gains. However, no significant quantitative differences in peer leaders' critical thinking skills were found between pre- and post-experience CCTST measurements or between experimental and control groups.

  9. Measuring use of positive thinking skills: psychometric testing of a new scale.

    Science.gov (United States)

    Bekhet, Abir K; Zauszniewski, Jaclene A

    2013-09-01

    Positive thinking interventions improve adaptive functioning and quality of life in many populations. However, no direct measure of positive thinking skills taught during intervention exists. This psychometric study of a convenience sample of 109 autism spectrum disorder (ASD) caregivers examined a new eight-item Positive Thinking Skills Scale (PTSS), which measures the frequency of use of positive thinking skills. The PTSS was found to be internally consistent (α = .90). Construct validity was supported by significant correlations (p thinking skills could provide direction for future intervention.

  10. Enhancing the Strategic Capability of the Army: An Investigation of Strategic Thinking Tasks, Skills, and Development

    Science.gov (United States)

    2016-02-01

    Army assignments. Teaching can also help develop visualization skills and innovative thinking through the use of certain teaching methods...required. Some of the specific strategic thinking KSAs built through exposure to complex problems that were mentioned in the interviews were visualization ...Research Report 1995 Enhancing the Strategic Capability of the Army: An Investigation of Strategic Thinking Tasks, Skills

  11. The Use of Argument Mapping to Enhance Critical Thinking Skills in Business Education

    Science.gov (United States)

    Kunsch, David W.; Schnarr, Karin; van Tyle, Russell

    2014-01-01

    Complex business problems require enhanced critical thinking skills. In a dedicated, in-person critical thinking class, argument mapping techniques were used in conjunction with business and nonbusiness case studies to build the critical thinking skills of a group of master of business administration students. Results demonstrated that the…

  12. The Relationship between Campus Climate and the Teaching of Critical Thinking Skills in Community College Classrooms

    Science.gov (United States)

    Simon, Thomas C.

    2010-01-01

    Although critical thinking skills are important for all citizens participating in a democratic society, many community college students appear to lack these skills. This study addressed the apparent lack of research relating critical thinking instruction to campus climate. Critical thinking theory and Moos's organizational climate theory served as…

  13. The Teaching of Thinking Skills: Does It Improve Creativity?

    Science.gov (United States)

    Ristow, Robert S.

    1988-01-01

    Direct instruction of brainstorming, product-improvement techniques, and verbal problem solving to 19 third graders for 30 minutes per week significantly improved their performance on the flexibility and originality components of the Torrance Test of Creative Thinking. No significant change occurred on the fluency component, perhaps a result of…

  14. Dealing with Change in Hong Kong Schools Using Strategic Thinking Skills

    Science.gov (United States)

    Pang, Nicholas Sun-Keung; Pisapia, John

    2012-01-01

    This paper reports an investigation into the strategic thinking skills of school leaders in Hong Kong. By adapting the Strategic Thinking Questionnaire in the school context and based on data self-reported from 543 Hong Kong school leaders, three cognitive capabilities with strategic thinking were identified: reflection, systems thinking and…

  15. The Effectiveness of Neurofeedback Training in Algorithmic Thinking Skills Enhancement.

    Science.gov (United States)

    Plerou, Antonia; Vlamos, Panayiotis; Triantafillidis, Chris

    2017-01-01

    Although research on learning difficulties are overall in an advanced stage, studies related to algorithmic thinking difficulties are limited, since interest in this field has been recently raised. In this paper, an interactive evaluation screener enhanced with neurofeedback elements, referring to algorithmic tasks solving evaluation, is proposed. The effect of HCI, color, narration and neurofeedback elements effect was evaluated in the case of algorithmic tasks assessment. Results suggest the enhanced performance in the case of neurofeedback trained group in terms of total correct and optimal algorithmic tasks solution. Furthermore, findings suggest that skills, concerning the way that an algorithm is conceived, designed, applied and evaluated are essentially improved.

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

    Science.gov (United States)

    Zulfaneti; Edriati, S.; Mukhni

    2018-01-01

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

  17. The Effect of Critical Thinking Skills on Reading English Novels

    Directory of Open Access Journals (Sweden)

    Ashraf Haji Maibodi

    2014-12-01

    Full Text Available This experimental study examined the effect of critical thinking skills on reading English novels and its influence on EFL learners reading proficiency. For the purpose of this study participants in addition to their text book read and received instructions on the unabridged short novels for one semester. Sixty Iranian EFL junior undergraduates participated in this study and were randomly divided to two groups of thirty each. To test the hypothesis, two independent t-tests were conducted to see the difference between the two groups. The results of the study showed that students in group A were more critically oriented than their counterparts in group B. The pedagogical implication of this study suggests that direct instruction in critical thinking has an impact on EFL learners’ reading proficiency. This article is intended to help teachers who are interested in developing and encouraging critical thinking in their language classrooms. EFL learners need to learn how to establish realistic goals, monitor their own learning and reflect and challenge their own attitudes so that they may get closer to the idea of being good language learners. The findings of this study revealed that there was a significant improvement in students’ attitudes, confidence, and interest especially, in their novel-reading ability.

  18. Promoting critical thinking and academic writing skills in nurse education.

    Science.gov (United States)

    Borglin, Gunilla

    2012-07-01

    Although academic skills, conceptualised as writing and critical thinking, are a vital part of university studies, research indicates that many students leave without having mastered these skills effectively. This research also reflects on nursing students. Nursing could also be said to be hampered by a number of complex educational challenges that are likely to impact on the academic socialisation process in general. These challenges include being a relatively 'young' academic discipline, the 'theory-practice' divide, a knowledge bed lying on a complex intersection of two 'antithetical sciences' and, at least in the Scandinavian countries, an increasing number of nurse educators with a PhD in nursing science but with limited time to develop their own teaching skills. In combination, these challenges have the potential to act as stumbling blocks, both from a teaching and learning perspective. I would suggest that a departure in teaching from theoretical educational models, such as Lea and Street's 'academic literacies model,' including skills, socialisation and academic literacy models simultaneously, could be one of several ways forward to create a learning environment that takes these issues into account. Copyright © 2011 Elsevier Ltd. All rights reserved.

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

    Directory of Open Access Journals (Sweden)

    Farah Qamar

    2016-06-01

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

  20. The effect of critical thinking education on nursing students' problem-solving skills.

    Science.gov (United States)

    Kanbay, Yalçın; Okanlı, Ayşe

    2017-06-01

    The aim of this study is to examine the effect of critical thinking education on nursing students' problem-solving skills. This study was conducted with 93 nursing students, 49 in the control group and 44 in the education group. The California Critical Thinking Disposition Inventory and the Problem-solving Inventory were administered to them before and after 12 weeks of critical thinking education. The education group's mean critical thinking score was 253.61 on the pretest and 268.72 on the posttest. This increase was statistically significant (p skills of education group increased significantly (p critical thinking education improves problem-solving skills.

  1. Senior High School English National Examination and Thinking Skills

    Directory of Open Access Journals (Sweden)

    Ummu Lathifah Ahmad

    2016-12-01

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

  2. Using journal writing to evoke critical thinking skills of students in teacher education

    OpenAIRE

    Baldwin, Dolly Angela Serreno

    1991-01-01

    There has been little research which shows that students use critical thinking skills when they write. The use of journal writing has been studied for a variety of purposes, but little evidence exists that journal writing can enhance critical thinking skills. The writing assignments presented in this study were designed to enhance the critical thinking skills of college students enrolled in a reading methods course at a small college in southern West Virginia. Case studies were used to descri...

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

    OpenAIRE

    Farah Qamar

    2016-01-01

    Since Socrates’ time, reasoning is considered valuable for the justification of speaker’s belief along with Thomas Aquinas’ testing of his thinking to answer his own thinking. Critical thinking has been part of discussion among the educators for its significance and application for last many decades. Many educators have conducted researches on the assessment of critical thinking within a domain or across the domain in order to test students’ critical thinking skills and its effect on their le...

  4. Systems Thinking, Lean Production and Action Learning

    Science.gov (United States)

    Seddon, John; Caulkin, Simon

    2007-01-01

    Systems thinking underpins "lean" management and is best understood through action-learning as the ideas are counter-intuitive. The Toyota Production System is just that--a system; the failure to appreciate that starting-place and the advocacy of "tools" leads many to fail to grasp what is, without doubt, a significant…

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

    Science.gov (United States)

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

    2011-01-01

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

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

    Science.gov (United States)

    Ismail; Suwarsono, St.; Lukito, A.

    2018-01-01

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

  7. Examination of the Computational Thinking Skills of Students

    Science.gov (United States)

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

    2017-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Chan Swee Heng

    2015-10-01

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

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

    Science.gov (United States)

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

    2016-08-01

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

  10. Fostering critical thinking, reasoning, and argumentation skills through bioethics education.

    Science.gov (United States)

    Chowning, Jeanne Ting; Griswold, Joan Carlton; Kovarik, Dina N; Collins, Laura J

    2012-01-01

    Developing a position on a socio-scientific issue and defending it using a well-reasoned justification involves complex cognitive skills that are challenging to both teach and assess. Our work centers on instructional strategies for fostering critical thinking skills in high school students using bioethical case studies, decision-making frameworks, and structured analysis tools to scaffold student argumentation. In this study, we examined the effects of our teacher professional development and curricular materials on the ability of high school students to analyze a bioethical case study and develop a strong position. We focused on student ability to identify an ethical question, consider stakeholders and their values, incorporate relevant scientific facts and content, address ethical principles, and consider the strengths and weaknesses of alternate solutions. 431 students and 12 teachers participated in a research study using teacher cohorts for comparison purposes. The first cohort received professional development and used the curriculum with their students; the second did not receive professional development until after their participation in the study and did not use the curriculum. In order to assess the acquisition of higher-order justification skills, students were asked to analyze a case study and develop a well-reasoned written position. We evaluated statements using a scoring rubric and found highly significant differences (p<0.001) between students exposed to the curriculum strategies and those who were not. Students also showed highly significant gains (p<0.001) in self-reported interest in science content, ability to analyze socio-scientific issues, awareness of ethical issues, ability to listen to and discuss viewpoints different from their own, and understanding of the relationship between science and society. Our results demonstrate that incorporating ethical dilemmas into the classroom is one strategy for increasing student motivation and

  11. Fostering Critical Thinking, Reasoning, and Argumentation Skills through Bioethics Education

    Science.gov (United States)

    Chowning, Jeanne Ting; Griswold, Joan Carlton; Kovarik, Dina N.; Collins, Laura J.

    2012-01-01

    Developing a position on a socio-scientific issue and defending it using a well-reasoned justification involves complex cognitive skills that are challenging to both teach and assess. Our work centers on instructional strategies for fostering critical thinking skills in high school students using bioethical case studies, decision-making frameworks, and structured analysis tools to scaffold student argumentation. In this study, we examined the effects of our teacher professional development and curricular materials on the ability of high school students to analyze a bioethical case study and develop a strong position. We focused on student ability to identify an ethical question, consider stakeholders and their values, incorporate relevant scientific facts and content, address ethical principles, and consider the strengths and weaknesses of alternate solutions. 431 students and 12 teachers participated in a research study using teacher cohorts for comparison purposes. The first cohort received professional development and used the curriculum with their students; the second did not receive professional development until after their participation in the study and did not use the curriculum. In order to assess the acquisition of higher-order justification skills, students were asked to analyze a case study and develop a well-reasoned written position. We evaluated statements using a scoring rubric and found highly significant differences (p<0.001) between students exposed to the curriculum strategies and those who were not. Students also showed highly significant gains (p<0.001) in self-reported interest in science content, ability to analyze socio-scientific issues, awareness of ethical issues, ability to listen to and discuss viewpoints different from their own, and understanding of the relationship between science and society. Our results demonstrate that incorporating ethical dilemmas into the classroom is one strategy for increasing student motivation and

  12. Fostering critical thinking, reasoning, and argumentation skills through bioethics education.

    Directory of Open Access Journals (Sweden)

    Jeanne Ting Chowning

    Full Text Available Developing a position on a socio-scientific issue and defending it using a well-reasoned justification involves complex cognitive skills that are challenging to both teach and assess. Our work centers on instructional strategies for fostering critical thinking skills in high school students using bioethical case studies, decision-making frameworks, and structured analysis tools to scaffold student argumentation. In this study, we examined the effects of our teacher professional development and curricular materials on the ability of high school students to analyze a bioethical case study and develop a strong position. We focused on student ability to identify an ethical question, consider stakeholders and their values, incorporate relevant scientific facts and content, address ethical principles, and consider the strengths and weaknesses of alternate solutions. 431 students and 12 teachers participated in a research study using teacher cohorts for comparison purposes. The first cohort received professional development and used the curriculum with their students; the second did not receive professional development until after their participation in the study and did not use the curriculum. In order to assess the acquisition of higher-order justification skills, students were asked to analyze a case study and develop a well-reasoned written position. We evaluated statements using a scoring rubric and found highly significant differences (p<0.001 between students exposed to the curriculum strategies and those who were not. Students also showed highly significant gains (p<0.001 in self-reported interest in science content, ability to analyze socio-scientific issues, awareness of ethical issues, ability to listen to and discuss viewpoints different from their own, and understanding of the relationship between science and society. Our results demonstrate that incorporating ethical dilemmas into the classroom is one strategy for increasing student

  13. Validation of a clinical critical thinking skills test in nursing

    Directory of Open Access Journals (Sweden)

    Sujin Shin

    2015-01-01

    Full Text Available Purpose: The purpose of this study was to develop a revised version of the clinical critical thinking skills test (CCTS and to subsequently validate its performance. Methods: This study is a secondary analysis of the CCTS. Data were obtained from a convenience sample of 284 college students in June 2011. Thirty items were analyzed using item response theory and test reliability was assessed. Test-retest reliability was measured using the results of 20 nursing college and graduate school students in July 2013. The content validity of the revised items was analyzed by calculating the degree of agreement between instrument developer intention in item development and the judgments of six experts. To analyze response process validity, qualitative data related to the response processes of nine nursing college students obtained through cognitive interviews were analyzed. Results: Out of initial 30 items, 11 items were excluded after the analysis of difficulty and discrimination parameter. When the 19 items of the revised version of the CCTS were analyzed, levels of item difficulty were found to be relatively low and levels of discrimination were found to be appropriate or high. The degree of agreement between item developer intention and expert judgments equaled or exceeded 50%. Conclusion: From above results, evidence of the response process validity was demonstrated, indicating that subjects respondeds as intended by the test developer. The revised 19-item CCTS was found to have sufficient reliability and validity and will therefore represents a more convenient measurement of critical thinking ability.

  14. Validation of a clinical critical thinking skills test in nursing.

    Science.gov (United States)

    Shin, Sujin; Jung, Dukyoo; Kim, Sungeun

    2015-01-27

    The purpose of this study was to develop a revised version of the clinical critical thinking skills test (CCTS) and to subsequently validate its performance. This study is a secondary analysis of the CCTS. Data were obtained from a convenience sample of 284 college students in June 2011. Thirty items were analyzed using item response theory and test reliability was assessed. Test-retest reliability was measured using the results of 20 nursing college and graduate school students in July 2013. The content validity of the revised items was analyzed by calculating the degree of agreement between instrument developer intention in item development and the judgments of six experts. To analyze response process validity, qualitative data related to the response processes of nine nursing college students obtained through cognitive interviews were analyzed. Out of initial 30 items, 11 items were excluded after the analysis of difficulty and discrimination parameter. When the 19 items of the revised version of the CCTS were analyzed, levels of item difficulty were found to be relatively low and levels of discrimination were found to be appropriate or high. The degree of agreement between item developer intention and expert judgments equaled or exceeded 50%. From above results, evidence of the response process validity was demonstrated, indicating that subjects respondeds as intended by the test developer. The revised 19-item CCTS was found to have sufficient reliability and validity and will therefore represents a more convenient measurement of critical thinking ability.

  15. The Process of Collaborative Concept Mapping in Kindergarten and the Effect on Critical Thinking Skills

    Science.gov (United States)

    Sundararajan, NarayanKripa; Adesope, Olusola; Cavagnetto, Andy

    2017-01-01

    To develop and nurture critical thinking, students must have opportunities to observe and practice critical thinking in the classroom. In this parallel mixed method classroom study, we investigate the role of collaborative concept mapping in the development of kindergarten learners' critical thinking skills of analysis and interpretation over a…

  16. 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…

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

    Science.gov (United States)

    McGarrity, DeShawn N.

    2013-01-01

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

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

    Science.gov (United States)

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

    2017-01-01

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

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

    Science.gov (United States)

    Raiyn, Jamal

    2016-01-01

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

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Iman, Jaya Nur

    2017-01-01

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

  2. Initiative Games in Physical Education: A Practical Approach for Teaching Critical Thinking Skills--Part II

    Science.gov (United States)

    Maina, Michael P.; Maina, Julie Schlegel; Hunt, Kevin

    2016-01-01

    Often students have a difficult time when asked to use critical thinking skills to solve a problem. Perhaps students have a difficult time adjusting because teachers frequently tell them exactly what to do and how to do it. When asked to use critical thinking skills, students may suddenly become confused and discouraged because the teacher no…

  3. The Promotion of Critical Thinking Skills in School-Based Assessment (SBA)

    Science.gov (United States)

    Kamarulzaman, Wirawani; Kamarulzaman, Wirawahida

    2016-01-01

    The new curriculum introduced in the Malaysian primary students; the Primary School Standard Curriculum (Kurikulum Standard Sekolah Rendah-KSSR) together with the school-based assessment (SBA) is a step taken by the Malaysian government to encourage thinking skills to students, specifically critical thinking skills. The study explores teachers'…

  4. Moving beyond Assessment to Improving Students' Critical Thinking Skills: A Model for Implementing Change

    Science.gov (United States)

    Haynes, Ada; Lisic, Elizabeth; Goltz, Michele; Stein, Barry; Harris, Kevin

    2016-01-01

    This research examines how the use of the CAT (Critical thinking Assessment Test) and involvement in CAT-Apps (CAT Applications within the discipline) training can serve as an important part of a faculty development model that assists faculty in the assessment of students' critical thinking skills and in the development of these skills within…

  5. Do Instructional Interventions Influence College Students' Critical Thinking Skills? A Meta-Analysis

    Science.gov (United States)

    Niu, Lian; Behar-Horenstein, Linda S.; Garvan, Cyndi W.

    2013-01-01

    Promoting students' critical thinking skills is an important task of higher education. Colleges and universities have designed various instructional interventions to enhance students' critical thinking skills. Empirical studies have yielded inconsistent results in terms of the effects of such interventions. This meta-analysis presents a synthesis…

  6. Critical Thinking Skills among Elementary School Students: Comparing Identified Gifted and General Education Student Performance

    Science.gov (United States)

    Kettler, Todd

    2014-01-01

    Education reform efforts, including the current adoption of Common Core State Standards, have increased attention to teaching critical thinking skills to all students. This study investigated the critical thinking skills of fourth-grade students from a school district in Texas, including 45 identified gifted students and 163 general education…

  7. The Strategic Thinking Skills of Hong Kong School Leaders: Usage and Effectiveness

    Science.gov (United States)

    Pang, Nicholas Sun-Keung; Pisapia, John

    2012-01-01

    The purpose of this study was to identify strategic thinking skills that distinguish effective school leaders in Hong Kong. Three constructs framed the study: strategic thinking skills, organizational-personal characteristics, and school leader effectiveness. This study used a quantitative non-experimental design, and univariate and correlation…

  8. Enhancement of Students' Independent Learning through Their Critical Thinking Skills Development

    Science.gov (United States)

    Kopzhassarova, Umit; Akbayeva, Gulden; Eskazinova, Zhanar; Belgibayeva, Gulbarshyn; Tazhikeyeva, Akerke

    2016-01-01

    The article focuses on the problem of developing students' critical thinking skills, which help them become independent learners. Analysis of research works of educators and scholars enable the authors to reveal qualities, necessary for students to enhance their critical thinking skills and become independent learners. Different points of view on…

  9. The Impact of a Thinking Skills Intervention on Children's Concepts of Intelligence

    Science.gov (United States)

    Burke, Lynsey A.; Williams, Joanne M.

    2012-01-01

    The study reported was part of a large thinking skills intervention for 11-12-year-old children. This paper focuses on the impact of a thinking skills intervention on children's understandings of intelligence. A total of 178 children (n = 86 girls and n= 92 boys) across six schools participated in the study. Children were individually pre-tested…

  10. Higher Order Thinking Skills among Secondary School Students in Science Learning

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    Tanujaya, Benidiktus; Mumu, Jeinne; Margono, Gaguk

    2017-01-01

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

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

    Science.gov (United States)

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

    2017-01-01

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

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

    Science.gov (United States)

    Heng, Chan Swee; Ziguang, Yan

    2015-01-01

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

  14. A Case Study: Applying Critical Thinking Skills to Computer Science and Technology

    Science.gov (United States)

    Shannon, Li-Jen; Bennett, Judith

    2012-01-01

    A majority of incoming college freshmen and sophomores have not applied their critical thinking skills as part of their learning process. This paper investigates how students acquire their critical thinking skills while facing the copyright, fair use, and internet security challenges in this contemporary digital society. The findings show that 90…

  15. 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.

  16. 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.

  17. Analyzes of students’ higher-order thinking skills of heat and temperature concept

    Science.gov (United States)

    Slamet Budiarti, Indah; Suparmi, A.; Sarwanto; Harjana

    2017-11-01

    High order thinking skills refer to three highest domains of the revised Bloom Taxonomy. The aims of the research were to analyze the student’s higher-order thinking skills of heat and temperature concept. The samples were taken by purposive random sampling technique consisted of 85 high school students from 3 senior high schools in Jayapura city. The descriptive qualitative method was employed in this study. The data were collected by using tests and interviews regarding the subject matters of heat and temperature. Based on the results of data analysis, it was concluded that 68.24% of the students have a high order thinking skills in the analysis, 3.53% of the students have a high order thinking skills in evaluating, and 0% of the students have a high order thinking skills in creation.

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

    Science.gov (United States)

    Syadzili, A. F.; Soetjipto; Tukiran

    2018-01-01

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

  19. THE EFFECT OF INQUIRY TRAINING MODEL USE THE MEDIA PHET AGAINST SCIENCE PROCESS SKILLS AND LOGICAL THINKING SKILLS STUDENTS

    Directory of Open Access Journals (Sweden)

    Fajrul Wahdi Ginting

    2015-12-01

    Full Text Available The Purpose of The study: science process skills and logical thinking ability of students who use inquiry learning model training using PhET media; science process skills and logical thinking ability of students who use conventional learning model; and the difference science process skills and logical thinking ability of students to use learning model Inquiry Training using PhET media and conventional learning models. This research is a quasi experimental. Sample selection is done by cluster random sampling are two classes of classes VIII-E and class VIII-B, where the class VIII-E is taught by inquiry training model using media PhET and VIII-B with conventional learning model. The instrument used consisted of tests science process skills such as essay tests and tests of the ability to think logically in the form of multiple-choice tests. The data were analyzed using t test. The results showed that physics science process skills use Inquiry Training models using PhET media is different and showed better results compared with conventional learning model, and logical thinking skills students use Inquiry Training model using PhET media is different and show better results compared with conventional learning, and there is a difference between the ability to think logically and science process skills of students who use Inquiry Training model using PhET media and conventional learning models.

  20. Critical thinking skills of undergraduate nursing students: description and demographic predictors.

    Science.gov (United States)

    Hunter, Sharyn; Pitt, Victoria; Croce, Nic; Roche, Jan

    2014-05-01

    This study investigated the critical thinking skills among undergraduate nursing students in Australia to obtain a profile and determine demographic predictors of critical thinking. There is universal agreement that being a critical thinker is an outcome requirement for many accreditation and registering nursing bodies. Most studies provide descriptive statistical information about critical thinking skills while some have studied the changes in critical thinking after an intervention. Limited research about factors that predict critical thinking skills is available. A cross-sectional descriptive study was conducted using convenience sampling. Two hundred and sixty-nine students were recruited across three years of an undergraduate programme in 2009. Most students' age ranged from under 20 to 34 years (58%), 87% were female, 91% were Australian and 23% of first and second year students had nursing associated experience external to the university. Data about critical thinking skills were collected via the Health Science Reasoning Test (HSRT). Linear regression analysis investigated the predictors of nursing students' critical thinking skills. The students in third year had a profile of critical thinking skills comparable with HSRT norms. Year of study predicted higher critical thinking scores for all domains (p<0.001) except the subscale, analysis. Nationality predicted higher scores for total CT skill scores (p<0.001) and subscales, inductive (p=0.001) and deductive reasoning (p=0.001). Nursing associated experience predicted higher scores for the subscale, analysis (p<0.001). Age and gender were not predictive. However, these demographic predictors only accounted for a small variance obtained for the domains of CT skills. An understanding of factors that predict nursing students' CT skills is required. Despite this study finding a number of significant predictors of nursing students' CT skills, there are others yet to be understood. Future research is recommended

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

    Directory of Open Access Journals (Sweden)

    Daowei Sun

    2014-06-01

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

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

    Science.gov (United States)

    Ismail

    2018-01-01

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

  3. Confronting product life thinking with product life cycle analysis

    DEFF Research Database (Denmark)

    McAloone, Tim C.

    2001-01-01

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

  4. Interactive design for self-study and developing students’ critical thinking skills in electromagnetic radiation topic

    Science.gov (United States)

    Ambarwati, D.; Suyatna, A.

    2018-01-01

    The purpose of this research are to create interactive electronic school books (ESB) for electromagnetic radiation topic that can be used for self-study and increasing students’ critical thinking skills. The research method was based on the design of research and development (R&D) model of ADDIE. The research procedure is used limited the design of the product has been validated. Data source at interactive requirement analysis phase of ESB is student and high school teacher of class XII in Lampung province. The validation of interactive ESB designs is performed by experts in science education. The data of ESB interactive needs were collected using questionnaires and analyzed using quantitative descriptive. The results of the questionnaire obtained by 97% of books that are often used in the form of printed books from schools have not been interactive and foster critical thinking of students, and 55% of students stating physics books are used not meet expectations. Expectations of students in physics learning, teachers must use interactive electronic books. The results of the validation experts pointed out, the design of ESB produced is interactive, can be used for self-study, and increasing students’ critical thinking skills, which contains instruction manuals, learning objectives, learning materials, sample questions and discussion, video illustrations, animations, summaries, as well as interactive quizzes incorporating feedback exam practice and preparation for college entrance.

  5. Critical thinking skills profile of high school students in learning chemistry

    Directory of Open Access Journals (Sweden)

    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.

  6. The use of scientific direct instruction model with video learning of ethnoscience to improve students’ critical thinking skills

    Science.gov (United States)

    Sudarmin, S.; Mursiti, S.; Asih, A. G.

    2018-04-01

    In this disruption era, students are encouraged to develop critical thinking skills and important cultural conservation characters. Student's thinking skill in chemistry learning has not been developed because learning chemistry in schools still uses teacher-centered, lecture method, is less interesting and does not utilize local culture as a learning resource. The purpose of this research is to know the influence of the application of direct Instruction (DI) model with video learning of ethnoscience on the improvement of students’ critical thinking skills. This study was experimental research. The population was the students from class XI MIPA MA Negeri Gombong with the sample chosen by purposive random sampling. The material of local wisdom as the study of ethnosciences which was the focus of the research was the production of genting, dawet, lanting, and sempor reservoirs which is integrated with colloidal chemical contents. The learning video of ethnoscience before being applied was validated by experts. Students’ critical thinking skills were revealed through the concept of conceptualizing test instruments. The data analysis technique used was the test of proportion and Kolmogorov-Smirnov test. The results of this study suggested that the experimental class that was treated by scientific direct instruction model with the learning video of ethnoscience shows cognitive learning and critical thinking which were better than the control class. Besides, the students indicated their interest in the application of scientific direct instruction model with ethnoscience learning video.

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

    Science.gov (United States)

    Shukla, Divya; Dungsungnoen, Aj Pattaradanai

    2016-01-01

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

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

    Science.gov (United States)

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

    2018-04-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

  10. Peer led team learning in introductory biology: effects on peer leader critical thinking skills.

    Directory of Open Access Journals (Sweden)

    Julia J Snyder

    Full Text Available This study evaluated hypothesized effects of the Peer-Led Team Learning (PLTL instructional model on undergraduate peer leaders' critical thinking skills. This investigation also explored peer leaders' perceptions of their critical thinking skills. A quasi-experimental pre-test/post-test with control group design was used to determine critical thinking gains in PLTL/non-PLTL groups. Critical thinking was assessed using the California Critical Thinking Skills Test (CCTST among participants who had previously completed and been successful in a mixed-majors introductory biology course at a large, private research university in the American Northeast. Qualitative data from open-ended questionnaires confirmed that factors thought to improve critical thinking skills such as interaction with peers, problem solving, and discussion were perceived by participants to have an impact on critical thinking gains. However, no significant quantitative differences in peer leaders' critical thinking skills were found between pre- and post-experience CCTST measurements or between experimental and control groups.

  11. Peer Led Team Learning in Introductory Biology: Effects on Peer Leader Critical Thinking Skills

    Science.gov (United States)

    Snyder, Julia J.; Wiles, Jason R.

    2015-01-01

    This study evaluated hypothesized effects of the Peer-Led Team Learning (PLTL) instructional model on undergraduate peer leaders’ critical thinking skills. This investigation also explored peer leaders’ perceptions of their critical thinking skills. A quasi-experimental pre-test/post-test with control group design was used to determine critical thinking gains in PLTL/non-PLTL groups. Critical thinking was assessed using the California Critical Thinking Skills Test (CCTST) among participants who had previously completed and been successful in a mixed-majors introductory biology course at a large, private research university in the American Northeast. Qualitative data from open-ended questionnaires confirmed that factors thought to improve critical thinking skills such as interaction with peers, problem solving, and discussion were perceived by participants to have an impact on critical thinking gains. However, no significant quantitative differences in peer leaders’ critical thinking skills were found between pre- and post-experience CCTST measurements or between experimental and control groups. PMID:25629311

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

    Science.gov (United States)

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

    2018-06-01

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

  13. 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

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

    Science.gov (United States)

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

    2010-10-01

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

  15. Visual Thinking in Teaching History: Reading the Visual Thinking Skills of 12 Year-Old Pupils in Istanbul

    Science.gov (United States)

    Dilek, Gulcin

    2010-01-01

    This study aims to explore the visual thinking skills of some sixth grade (12-13 year-old) primary pupils who created visual interpretations during history courses. Pupils drew pictures describing historical scenes or events based on visual sources. They constructed these illustrations by using visual and written primary and secondary sources in…

  16. The Effect of Teaching Critical Thinking on Al-Buraimi University College students’ Writing Skills: A Case Study

    Directory of Open Access Journals (Sweden)

    Yahia Ashour Mohammed AlKhoudary

    2015-11-01

    Full Text Available This study explores the role of writing in developing students’ critical thinking. It also sheds light on traditional writing assignments which fail to help students develop their comprehension of course content and evaluate their writing products critically. Moreover, this probe is to discover learners and teachers’ attitude towards the role of critical thinking in promoting the writing skills at AlBuraimi University College (BUC. The result of this study focuses on the effect of integrating critical thinking on learners’ performance. The procedure of this investigation is based on a combination of qualitative, quantitative (1 one hundred students who are taking writing course are selected randomly and divided into two groups; (2 pre- and posttests conducted to both groups; (3 twenty teachers were selected randomly (10 males and 10 females; questionnaires are administered to EFL teachers at BUC. The findings of this study illustrate that students who write critically are mostly motivated and their performance is affected positively. It also reveals that there are significant differences in posttest scores between treatment and controlled group. Moreover, teachers’ response to questionnaire supports the idea of integrating critical thinking in teaching the writing skills at BUC. Thus, is recommended that teachers should use thinking skills to enhance students’ writing performance and creativity.

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

    Directory of Open Access Journals (Sweden)

    Runisah Runisah

    2017-02-01

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

  18. 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...

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

    OpenAIRE

    Okta Ika Rahmawati

    2017-01-01

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

  20. An Investigation of Higher-Order Thinking Skills in Smaller Learning Community Social Studies Classrooms

    Science.gov (United States)

    Fischer, Christopher; Bol, Linda; Pribesh, Shana

    2011-01-01

    This study investigated the extent to which higher-order thinking skills are promoted in social studies classes in high schools that are implementing smaller learning communities (SLCs). Data collection in this mixed-methods study included classroom observations and in-depth interviews. Findings indicated that higher-order thinking was rarely…

  1. Racial Inequality in Critical Thinking Skills: The Role of Academic and Diversity Experiences

    Science.gov (United States)

    Roksa, Josipa; Trolian, Teniell L.; Pascarella, Ernest T.; Kilgo, Cindy A.; Blaich, Charles; Wise, Kathleen S.

    2017-01-01

    While racial inequalities in college entry and completion are well documented, much less is known about racial disparities in the development of general collegiate skills, such as critical thinking. Using data from the Wabash National Study of Liberal Arts Education, we find substantial inequality in the development of critical thinking skills…

  2. The Factors Affecting Techno-Pedagogical Competencies and Critical Thinking Skills of Preservice Mathematics Teachers

    Science.gov (United States)

    Yildiz, Avni

    2017-01-01

    Students' high-level thinking skills, like critical thinking, have been developed thanks to the use of technology. When the previous researches in the literature are analyzed, it will be understood that this research is original by providing significant contributions to the literature. This research aims to investigate whether techno-pedagogical…

  3. The Impacts of a National Internship Program on Interns' Perceived Leadership, Critical Thinking, and Communication Skills

    Science.gov (United States)

    Duncan, Dennis W.; Birdsong, Victoria; Fuhrman, Nicholas; Borron, Abigail

    2017-01-01

    At perhaps all levels of education, strong leadership skills are often equated with the ability to engage in critical thinking, and effective oral and written communication. The purpose of this study was to identify the self-perceived expansion of animal health interns' leadership, critical thinking and communication competencies using the…

  4. Defining a New 21st Century Skill-Computational Thinking: Concepts and Trends

    Science.gov (United States)

    Haseski, Halil Ibrahim; Ilic, Ulas; Tugtekin, Ufuk

    2018-01-01

    Computational Thinking is a skill that guides the 21th century individual in the problems experienced during daily life and it has an ever-increasing significance. Multifarious definitions were attempted to explain the concept of Computational Thinking. However, it was determined that there was no consensus on this matter in the literature and…

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

    Science.gov (United States)

    Tularam, Gurudeo Anand

    2013-01-01

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

  6. Examining the Critical Thinking Dispositions and the Problem Solving Skills of Computer Engineering Students

    Science.gov (United States)

    Özyurt, Özcan

    2015-01-01

    Problem solving is an indispensable part of engineering. Improving critical thinking dispositions for solving engineering problems is one of the objectives of engineering education. In this sense, knowing critical thinking and problem solving skills of engineering students is of importance for engineering education. This study aims to determine…

  7. High Order Thinking Skills: Analisis Soal dan Implementasinya dalam Pembelajaran Fisika di Sekolah Menengah Atas

    OpenAIRE

    Siswoyo, Siswoyo; Sunaryo, Sunaryo

    2017-01-01

    Abstract This study investigated the implementation of High Order Thinking Skills in high school physics teaching focused on the analysis of the questions that were developed by teachers in Jakarta. Data obtained in training physics teachers in Jakarta. Teachers followed training on how to develop the learning of physics to develop higher order thinking skills. Then the teachers were asked to develop physics problems test as an instrument measuring tool of learning physics at school. Pro...

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

    Science.gov (United States)

    2017-11-01

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

  9. Developing creative and innovative thinking and problem-solving skills in a financial services organisation

    OpenAIRE

    Cherylene De Jager; Anton Muller; Gert Roodt

    2013-01-01

    Orientation: An important evaluation function is to determine whether creative and innovative thinking and problem-solving skills can be developed through training and to assess whether these skills, on their own, are sufficient to ignite innovation in organisations. Research purpose: The evaluation question that the present study aimed to address is whether employees in a corporate context, such as a financial services organisation, can develop creative and innovative thinking and probl...

  10. Effects of teaching with mysteries on students' geographical thinking skills

    NARCIS (Netherlands)

    Karkdijk, J.; van der Schee, J.A.; Admiraal, W.F.

    2013-01-01

    Thinking Through Geography (TTG) strategies are popular in secondary education. Geography teachers see these strategies to be powerful to stimulate thinking geographically. However, empirical evidence is scarce. Based on a quasi-experimental design, effects of mysteries, one of the more famous TTG

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

    Directory of Open Access Journals (Sweden)

    Jaya Nur Iman

    2017-11-01

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

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

    Directory of Open Access Journals (Sweden)

    Nur Miftahul Fuad

    2017-01-01

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

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

    Science.gov (United States)

    Carson, Susan

    2015-01-01

    TH!NK is a new initiative at NC State University focused on enhancing students’ higher-order cognitive skills. As part of this initiative, I explicitly emphasized critical and creative thinking in an existing bacteriophage discovery first-year research course. In addition to the typical activities associated with undergraduate research such as review of primary literature and writing research papers, another strategy employed to enhance students’ critical thinking skills was the use of discipline-specific, real-world scenarios. This paper outlines a general “formula” for writing scenarios, as well as several specific scenarios created for the described course. I also present how embedding aspects of the scenarios in reviews of the primary literature enriched the activity. I assessed student gains in critical thinking skills using a pre-/posttest model of the Critical Thinking Assessment Test (CAT), developed by Tennessee Technological University. I observed a positive gain trend in most of the individual skills assessed in the CAT, with a statistically significant large effect on critical thinking skills overall in students in the test group. I also show that a higher level of critical thinking skills was demonstrated in research papers written by students who participated in the scenarios compared with similar students who did not participate in the scenario activities. The scenario strategy described here can be modified for use in biology and other STEM disciplines, as well as in diverse disciplines in the social sciences and humanities. PMID:26753022

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

    Science.gov (United States)

    Carson, Susan

    2015-12-01

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

  15. Teachers' learning on the workshop of STS approach as a way of enhancing inventive thinking skills

    Science.gov (United States)

    Ngaewkoodrua, Nophakun; Yuenyong, Chokchai

    2018-01-01

    To improve science teachers to develop the STS lesson plans for enhancing the students' inventive thinking skills, the workshop of improving science teachers to develop the STS lesson plans for enhancing the Inventive thinking skills were organized. The paper aimed to clarify what teachers learn from the workshop. The goal of the activity of the workshop aimed to: 1) improve participants a better understanding of the relationship between the Inquiry based learning with STS approach, 2) understand the meaning and importance of the STS approach and identify the various stages of Yuenyong (2006) STS learning process, 3) discuss what they learned from the examples of Yuenyong (2006) lesson plan, 4) develop some activities for each stage of Yuenyong (2006) STS approach, and 5) ideas of providing STS approach activities for enhancing inventive thinking skills. Participants included 3 science teachers who work in Khon Kaen, Thailand. Methodology regarded interpretive paradigm. Teachers' learning about pedagogy of enhancing the students' inventive thinking skills will be interpreted through participant observation, teachers' tasks, and interview. The finding revealed that all participants could demonstrate their ideas how to generate the STS lesson plans as a way of enhancing inventive thinking skills. Teachers could mention some element of inventive thinking skills which could be generated on their STS learning activities.

  16. Developing Seventh Grade Students’ Systems Thinking Skills in the Context of the Human Circulatory System

    Science.gov (United States)

    Raved, Lena; Yarden, Anat

    2014-01-01

    Developing systems thinking skills in school can provide useful tools to deal with a vast amount of medical and health information that may help learners in decision making in their future lives as citizen. Thus, there is a need to develop effective tools that will allow learners to analyze biological systems and organize their knowledge. Here, we examine junior high school students’ systems thinking skills in the context of the human circulatory system. A model was formulated for developing teaching and learning materials and for characterizing students’ systems thinking skills. Specifically, we asked whether seventh grade students, who studied about the human circulatory system, acquired systems thinking skills, and what are the characteristics of those skills? Concept maps were used to characterize students’ systems thinking components and examine possible changes in the students’ knowledge structure. These maps were composed by the students before and following the learning process. The study findings indicate a significant improvement in the students’ ability to recognize the system components and the processes that occur within the system, as well as the relationships between different levels of organization of the system, following the learning process. Thus, following learning students were able to organize the systems’ components and its processes within a framework of relationships, namely the students’ systems thinking skills were improved in the course of learning using the teaching and learning materials. PMID:25520948

  17. Developing seventh grade students' systems thinking skills in the context of the human circulatory system.

    Science.gov (United States)

    Raved, Lena; Yarden, Anat

    2014-01-01

    Developing systems thinking skills in school can provide useful tools to deal with a vast amount of medical and health information that may help learners in decision making in their future lives as citizen. Thus, there is a need to develop effective tools that will allow learners to analyze biological systems and organize their knowledge. Here, we examine junior high school students' systems thinking skills in the context of the human circulatory system. A model was formulated for developing teaching and learning materials and for characterizing students' systems thinking skills. Specifically, we asked whether seventh grade students, who studied about the human circulatory system, acquired systems thinking skills, and what are the characteristics of those skills? Concept maps were used to characterize students' systems thinking components and examine possible changes in the students' knowledge structure. These maps were composed by the students before and following the learning process. The study findings indicate a significant improvement in the students' ability to recognize the system components and the processes that occur within the system, as well as the relationships between different levels of organization of the system, following the learning process. Thus, following learning students were able to organize the systems' components and its processes within a framework of relationships, namely the students' systems thinking skills were improved in the course of learning using the teaching and learning materials.

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

    Science.gov (United States)

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

    2018-04-01

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

  19. Assessing the critical thinking skills of faculty: What do the findings mean for nursing education?

    Science.gov (United States)

    Zygmont, Dolores M; Schaefer, Karen Moore

    2006-01-01

    The purpose of this study was twofold: to determine the critical thinking skills of nurse faculty and to examine the relationship between epistemological position and critical thinking. Most participants reported having no education on critical thinking. Data were collected using the California Critical Thinking Skills Test (CCTST) and the Learning Environment Preferences (LEP). Findings from the CCTST indicated that faculty varied considerably in their ability to think critically; LEP findings suggested that participants had not reached the intellectual level needed for critical thinking. In addition, 12 faculty participated in one-hour telephone interviews in which they described experiences in which students demonstrated critical thinking. Despite a lack of clarity on the definition of critical thinking, faculty described clinical examples where students engaged in analysis, inference, and evaluation. Based on these findings, it is recommended that faculty transfer their ability to engage students in critical thinking in the clinical setting to the classroom setting. Benchmarks can be established based on the ability of faculty to engage in critical thinking.

  20. The Role of Higher Order Thinking Skills in Green Skill Development

    Directory of Open Access Journals (Sweden)

    Heong Yee Mei

    2016-01-01

    Full Text Available In the era of rapid development, industries sector will bring negative effect of environment. Therefore, green technologies should be exposed in education system for transforming economy model to greener economy modal. HOTS should be applied in green skill development in order to solve problems, generate new products and ideas. The application of HOTS can enhance someone in processing new information for various alternatives, ideas, actions, and design solutions to solve a problemIn this regard, a study on the role of Marzano HOTS in green skill development has been designed for the above purpose. This article suggests an initial idea of the study. The key elements identified in green skills development include green economy, green industry and green skills. Meanwhile, elements related to the Marzano HOTS is comparing, classifying, induction, deduction, error analysis, constructing support, abstracting and analyzing perspectives. As conclucion, HOTS requires someone to critically evaluate information, make inferences, and make generalizations. With HOTS, we enable to apply knowledge, skills and values to make reasoning and reflection to solve problems, make decisions, innovate and strive to create something in green skills development.

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

    Science.gov (United States)

    Mardiana, Nana; Kuswanto, Heru

    2017-08-01

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

  2. Constructive thinking skills and impulsivity dimensions in conduct and substance use disorders: differences and relationships in an adolescents' sample.

    Science.gov (United States)

    Urben, Sébastien; Suter, Maya; Pihet, Sandrine; Straccia, Claudio; Stéphan, Philippe

    2015-06-01

    Impact of conduct disorder (CD) and substance use disorder (SUD) on constructive thinking skills and impulsivity was explored. 71 offending adolescents were assessed for CD and SUD. Furthermore, the constructive thinking inventory, the immediate and delayed memory tasks and the UPPS impulsive behaviour scale were administered. Results showed that youths with CD, independently from SUD, presented higher personality impulsivity (urgency) and altered constructive thinking skills (categorical thinking and personal superstitious thinking). Furthermore, trait-impulsivity explained variation in constructive thinking skills. The implications of these results were discussed.

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

    Directory of Open Access Journals (Sweden)

    MM Chabeli

    2006-09-01

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

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

    Science.gov (United States)

    Chabeli, M M

    2006-08-01

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

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

    Science.gov (United States)

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

    2014-08-01

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

  6. Teachers' learning about research for enhancing students' thinking skills in science learning

    Science.gov (United States)

    Nammungkhun, Wisanugorn; Satchukorn, Sureerat; Saenpuk, Nudchanard; Yuenyong, Chokchai; Chantharanuwong, Warawun

    2018-01-01

    This paper aimed to clarify teachers' learning about research for enhancing students' thinking skills in science learning. The study applied the lens of sociocultural view of learning to discuss teachers' learning about research. Participants included teachers who participated in the project of thinking research schools: research for enhancing students' thinking skills. The project of thinking research schools provided participants chance to learn knowledge about research and thinking research, doing research and publication, and participate in the international conference. Methodology regarded ethnographic research. The tools of interpretation included participant observation, interview, and document analysis. The researchers as participants of the research project of thinking research schools tried to clarify what they learned about research from their way of seeing the view of research about enhancing students' thinking skills through participant observation. The findings revealed what and how teachers as apprenticeship learn about research through legitimate peripheral participation in the research project community of practice. The paper clarified teachers' conceptualization about research for enhancing students' thinking through the workshop, doing research, writing up research article with supported by experts, presenting research in the international conference, editing their research article on the way of publishing, and so on.

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

    Directory of Open Access Journals (Sweden)

    Hossein Khodabakhshzadeh

    2017-10-01

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

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

    Science.gov (United States)

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

    2017-08-01

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

  9. An evaluation of the HM prison service "thinking skills programme" using psychometric assessments.

    Science.gov (United States)

    Gobbett, Matthew J; Sellen, Joselyn L

    2014-04-01

    The most widely implemented offending behaviour programme in the United Kingdom was Enhanced Thinking Skills (ETS), a cognitive-behavioural group intervention that aimed to develop participant's general cognitive skills. A new offending behaviour programme has been developed to replace ETS: the Thinking Skills Programme (TSP). This study reports an evaluation of the effectiveness of TSP using psychometric assessments. Phasing of the two programmes created an opportunity to compare the two programmes consecutively. Forty participants, 20 from each programme, completed a range of psychometric measures to examine cognition, attitudes, and thinking styles. Analysis of pre- and post-programme psychometric results indicated that participants of TSP demonstrated improvements on 14 of the 15 scales, 9 of which were statistically significant. Effect sizes between pre-post results were generally greater for TSP than ETS, demonstrating that TSP had a more positive impact on the thinking styles and attitudes of participants than the ETS programme.

  10. Wiki Activities in Blended Learning for Health Professional Students: Enhancing Critical Thinking and Clinical Reasoning Skills

    Science.gov (United States)

    Snodgrass, Suzanne

    2011-01-01

    Health professionals use critical thinking, a key problem solving skill, for clinical reasoning which is defined as the use of knowledge and reflective inquiry to diagnose a clinical problem. Teaching these skills in traditional settings with growing class sizes is challenging, and students increasingly expect learning that is flexible and…

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

    Science.gov (United States)

    Can, Sendil

    2015-01-01

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

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

    Science.gov (United States)

    Yeh, Yu-chu

    2012-01-01

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

  13. A Study on the Link between Moral Judgment Competences and Critical Thinking Skills

    Science.gov (United States)

    Samanci, Nilay Keskin

    2015-01-01

    Although many studies have established a direct link between moral judgment competences and critical thinking skills, none has been found to reveal the nature of the link between these two skills in the national and international literature. The present study looked at biology and primary education teacher candidates' moral judgment and critical…

  14. Exploring the Malaysian Rural School Teachers' Professional Local Knowledge in Enhancing Students' Thinking Skills

    Science.gov (United States)

    Jamil, Hazri; Arbaa, Rohani; Ahmad, Mohamad Zohir

    2017-01-01

    This paper discussed a qualitative research findings on the case of Malaysian teachers employed their professional local knowledge for enhancing students' thinking skills in classroom practices. In this paper, a teacher's professional local knowledge is viewed as a teacher's professional knowledge and skills developed through the combination of…

  15. University Applicants' Critical Thinking Skills: The Case of the Finnish Educational Sciences

    Science.gov (United States)

    Utriainen, Jukka; Marttunen, Miika; Kallio, Eeva; Tynjälä, Päivi

    2017-01-01

    This study investigates the quality of the critical thinking skills of applicants (n = 77) seeking entry to the faculty of educational sciences in a Finnish university and how these skills are associated with the applicant's age, previous higher education experience, and matriculation and entrance examination scores. The data consist of the…

  16. Activating children's thinking skills (ACTS): the effects of an infusion approach to teaching thinking in primary schools.

    Science.gov (United States)

    Dewey, Jessica; Bento, Janet

    2009-06-01

    Recent interest in the teaching of thinking skills within education has led to an increase in thinking skills packages available to schools. However many of these are not based on scientific evaluation (DfEE, 1999). This paper endeavours to examine the effectiveness of one approach, that of infusion, to teaching thinking. To investigate the impact of an infusion methodology, activating children's thinking skills (ACTS), on the cognitive, social, and emotional development of children in Year 4-6 in primary schools. This is a sister project to research being conducted in Northern Ireland (McGuinness, 2006). The study involved 404 children from 8 primary schools in one local authority. These were divided into 160 in the experimental group and 244 in the waiting list control group. A quasi-experimental design was used with pre-, post-, and delayed post-tests to ascertain changes in children's cognitive abilities, self-perceptions, and social/behavioural skills using quantitative measures. In addition qualitative techniques were used with pupils and teachers to evaluate effectiveness. The experimental group made significantly greater gains in cognitive ability skills over a 2 year period compared to the waiting list control. Qualitative data demonstrated a positive impact on children's social and emotional development. In addition teacher professional development was reported to be enhanced. This research indicated that children's cognitive abilities can be developed following a 2 year period of the ACTS infusion intervention. While some positive effects were evidenced on the social and emotional development of children, further study will be necessary to examine these in more detail.

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

    Directory of Open Access Journals (Sweden)

    Susan Carson

    2015-08-01

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

  18. A Mathematical Program to Develop the Skills of Thinking of Children

    Directory of Open Access Journals (Sweden)

    Magda M. Saleh

    2009-10-01

    Full Text Available The importance of this study emerges from the importance of the points it discusses as it attempts to study the effectiveness of the suggested program of mathematics that develop the thinking skill of the children in preschool age. Accordingly, it comes from the attempt to teach the children the skill of thinking as one of the important and required skills for the children to accommodate with the surrounded environment and to help them develop and grow completely and to accommodate with themselves and their society. The purpose of this study is, thus, summarized in the answering of the following questions: 1- How can we create a program that uses mathematical activities and that contribute in the development of thinking skill of the preschool child? 2- To what extent is that program effective to develop the skills of thinking of the preschool child? The research sample is composed of 35 children for the experimental group and the same number for the controller group from the KJ2 children. The results of the research showed the effectiveness of the suggested program and its obvious contribution in the development of the thinking skills for the preschool children in a more effective way than the traditional methods used.

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

    Science.gov (United States)

    Bruning, D.

    2005-12-01

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

  20. The effect of reading assignments in guided inquiry learning on students’ critical thinking skills

    Science.gov (United States)

    Syarkowi, A.

    2018-05-01

    The purpose of this study was to determine the effect of reading assignment in guided inquiry learning on senior high school students’ critical thinking skills. The research method which was used in this research was quasi-experiment research method with reading task as the treatment. Topic of inquiry process was Kirchhoff law. The instrument was used for this research was 25 multiple choice interpretive exercises with justification. The multiple choice test was divided on 3 categories such as involve basic clarification, the bases for a decision and inference skills. The result of significance test proved the improvement of students’ critical thinking skills of experiment class was significantly higher when compared with the control class, so it could be concluded that reading assignment can improve students’ critical thinking skills.

  1. Profile of Students’ Critical Thinking Skill Measured by Science Virtual Test on Living Things and Environmental Sustainability Theme

    Science.gov (United States)

    Maulida, N. I.; Firman, H.; Rusyati, L.

    2017-02-01

    The aims of this study are: (1) to investigate the level of students’ critical thinking skill on living things and environmental sustainability theme for each Inch’ critical thinking elements and overall, (2) to investigate the level of students’ critical thinking skill on living things characteristic, biodiversity, energy resources, ecosystem, environmental pollution, and global warming topics. The research was conducted due to the important of critical thinking measurement to get the current skill description as the basic consideration for further critical thinking skill improvement in lower secondary science. The research method used was descriptive. 331 seventh grade students taken from five lower secondary schools in Cirebon were tested to get the critical thinking skill data by using Science Virtual Test as the instrument. Generally, the mean scores on eight Inch’ critical thinking elements and overall score from descriptive statistic reveals a moderate attainments level. Students’ critical thinking skill on biodiversity, energy resources, ecosystem, environmental pollution, and global warming topics are in moderate level. While students’ critical thinking skill on living things characteristic is identified as high level. Students’ experience in thinking critically during science learning process and the characteristic of the topic are emerged as the reason behind the students’ critical thinking skill level on certain science topic.

  2. Developing Critical Thinking Skills for Effective Communication : Citizenship Education and an Experimental English Lesson

    OpenAIRE

    KATO, Yuko

    2009-01-01

    Promoting critical thinking skills is one of several important learning skills necessary for effective communication in English. These abilities are crucial in developing the students' wider views of the world, working with others, and finding out better ideas and solutions. This study describes some key characteristics of these skills and how they are introduced in Citizenship Education in England and in Scandinavian countries. In addition, an experimental English lesson aiming at developing...

  3. An Analysis of the Reasoning Skills of Pre-Service Teachers in the Context of Mathematical Thinking

    Science.gov (United States)

    Yavuz Mumcu, Hayal; Aktürk, Tolga

    2017-01-01

    The aim of this study is to address and analyse pre-service teachers' mathematical reasoning skills in relation to mathematical thinking processes. For these purposes, pre-service teachers' mathematical reasoning skills namely generalising/abstraction/modelling, ratiocination, development and creative thinking skills and the relationships among…

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

    Directory of Open Access Journals (Sweden)

    ZOHRE GHAZIVAKILI

    2014-07-01

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

  5. Artistic productivity and creative thinking in Parkinson's disease.

    Science.gov (United States)

    Canesi, M; Rusconi, M L; Isaias, I U; Pezzoli, G

    2012-03-01

    Creative drive and enhanced artistic-like production may emerge in patients with Parkinson's disease (PD) during dopaminergic therapy. However, it has not been described to date whether this artistic-like production results from dopaminergic drugs triggering innate skills or it could be considered as a repeated behavior possibly associated with impulse control disorders (ICDs). We investigated creative drive in a cohort of cognitively preserved patients with PD by means of the Torrance Test of Creative Thinking (TTCT). We also investigated a putative association between creative drive and ICDs in 36 PD patients with (PD-c) or without (PD-nc) increased artistic-like production and 36 healthy controls (HC). We considered artistic-like productivity to be enhanced if patients reported working on any form of art more than 2h per day after the introduction of dopaminergic treatment. The TTCT, the Barratt Impulsiveness Scale (BIS-11A), the Minnesota Impulsive Disorders Interview (MIDI), and the Punding Rating Scale were applied. Mean TTCT score of PD-c was found to be similar to HC (169.4±51.6 vs. 170.2±69.7, respectively), and both PD-c and HC had significantly higher TTCT scores than patients with PD-nc (125.4±46.1 Partistic-like production in patients with PD is not associated with impulsivity or ICDs. Artistic-like production might represent the emerging of innate skills in a subset of predisposed patients with PD on dopaminergic therapy. © 2011 The Author(s). European Journal of Neurology © 2011 EFNS.

  6. Investigation By Skills of Pre-Service Science Teachers' Reflective Thinking From Journals

    Directory of Open Access Journals (Sweden)

    Ufuk TÖMAN

    2014-12-01

    Full Text Available The aim of this study is to determine reflective thinking skills of the pre-service science teachers according to data gathered from the journals in teacher training portfolios. Participants were third grade pre-service science teachers at Bayburt University, Faculty of Education, Department of Elementary Science Teacher Training Program. The data of this study were composed of totally 32 journals which 32 pre-service science teachers’ wrote in their teacher training portfolios. The journal of the pre-service science teachers were investigated through the method of document analysis. The statements in their journals were descriptively analyzed. From the statements in the pre-service science teachers’ journals, it was concluded that most of the pre-service science teachers’ technical reflective thinking skills were better than critical reflective thinking skills. In the area of critical reflective thinking skills that have almost no noteworthy. Work towards the development of pre-service teachers' reflective thinking skills are complemented by recommendations.

  7. Training of Students’ Critical Thinking Skills through the implementation of a Modified Free Inquiry Model

    Science.gov (United States)

    Hadi, S. A.; Susantini, E.; Agustini, R.

    2018-01-01

    This research aimed at training students’ critical thinking skills through the implementation of a modified free inquiry learning model. The subjects of this research were 21 students of Mathematics Semester II. Using One-Group Pretest-Posttest Design, the data were analyzed descriptively using N-gain indicator. The results indicate that the modified free inquiry learning model was effective to train students’ critical thinking skills. The increase in the students’ critical thinking skills viewed from the value of N-Gain has a range of values with the categories of medium and high with a score between 0,25-0,95. Overall, the change in N-Gain score of each student and each indicator of critical thinking skills is as increasing with a moderate category. The increase of N-Gain value is resulted from the fact that the students were directly involved in organizing their learning process. These criteria indicate that the modified free inquiry learning model can be used to train students’ critical thinking skills on photosynthesis and cellular respiration materials. The results of this research are expected to be nationally implemented to familiarize students with andragogy learning style which places the students as the subjects of learning.

  8. DEVELOPING CREATIVE THINKING SKILLS AND CREATIVE ATTITUDE THROUGH PROBLEM BASED GREEN VISION CHEMISTRY ENVIRONMENT LEARNING

    Directory of Open Access Journals (Sweden)

    M. Nuswowati

    2015-11-01

    Full Text Available The purpose of this research is to build creative thinking skills and creative attitude of students through a model of problem-based lectures Environmental Chemistry (PBL Green Chemistry visionary. Mixed methods research design experimental models embedded with pretest-posttest control group were used in this study, and the differences between assumed initial end-tests as the effects of the treatment. Creative thinking skills measured by the essay tests, non test while the creative attitude is measured from the completed questionnaires consisting of positive and negative statements of markers creative attitude. Data measurement N-gain of creative thinking skills for the control and experimental group were 0.40 and 0.71, while the creative attitude were 0.08 and 0.34. Improved tests of creative thinking skills or creative attitudes were analyzed by t-test. Implementation of research findings indicate environmental chemistry lecture- problems based Green Chemistry vision can improve thinking skills and of creative student.

  9. 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.

  10. Identification of the students' critical thinking skills through biochemistry laboratory work report

    Science.gov (United States)

    Anwar, Yunita Arian Sani; Senam, Laksono, Endang W.

    2017-08-01

    This work aims to (1) identify the critical thinking skills of student based on their ability to set up laboratory work reports, and (2) analyze the implementation of biochemistry laboratory work. The method of quantitative content analysis was employed. Quantitative data were in the form of critical thinking skills through the assessment of students' laboratory work reports and questionnaire data. Hoyo rubric was used to measure critical thinking skills with 10 indicators, namely clarity, accuracy, precision, consistency, relevance, evidence, reason, depth, breadth, and fairness. The research sample consisted of 105 students (35 male, 70 female) of Mataram University who took a Biochemistry course and 2 lecturers of Biochemistry course. The results showed students' critical thinking skills through laboratory work reports were still weak. Analysis of the questionnaire showed that three indicators become the biggest problems during the laboratory work implementation, namely, lecturers' involved in laboratory work implementation, the integration of laboratory work implementation of learning in the classroom has not been done optimally and laboratory work implementation as an effort to train critical thinking skills is not optimal yet.

  11. Construction Of Critical Thinking Skills Test Instrument Related The Concept On Sound Wave

    Science.gov (United States)

    Mabruroh, F.; Suhandi, A.

    2017-02-01

    This study aimed to construct test instrument of critical thinking skills of high school students related the concept on sound wave. This research using a mixed methods with sequential exploratory design, consists of: 1) a preliminary study; 2) design and review of test instruments. The form of test instruments in essay questions, consist of 18 questions that was divided into 5 indicators and 8 sub-indicators of the critical thinking skills expressed by Ennis, with questions that are qualitative and contextual. Phases of preliminary study include: a) policy studies; b) survey to the school; c) and literature studies. Phases of the design and review of test instruments consist of two steps, namely a draft design of test instruments include: a) analysis of the depth of teaching materials; b) the selection of indicators and sub-indicators of critical thinking skills; c) analysis of indicators and sub-indicators of critical thinking skills; d) implementation of indicators and sub-indicators of critical thinking skills; and e) making the descriptions about the test instrument. In the next phase of the review test instruments, consist of: a) writing about the test instrument; b) validity test by experts; and c) revision of test instruments based on the validator.

  12. Using case studies and videotaped vignettes to facilitate the development of critical thinking skills in new graduate nurses.

    Science.gov (United States)

    Hooper, Barbara L

    2014-01-01

    Critical thinking skills are an essential component of nursing and crucial to nursing practice. Case studies with videotaped vignettes were used to help facilitate the development of critical thinking skills in new graduate nurses. Results revealed a statistically significant increase (p = .041) on the overall Health Sciences Reasoning Test score. It is essential for educators to be aware of educational strategies that can affect the development of critical thinking skills.

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

    Science.gov (United States)

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

    2014-07-01

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

  14. Encouraging Student Autonomy through Higher Order Thinking Skills

    Science.gov (United States)

    Smith, Victoria D.; Darvas, Janet W.

    2017-01-01

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

  15. Critical Thinking Skills in Family and Consumer Sciences Education

    Science.gov (United States)

    Swafford, Melinda; Rafferty, Elizabeth

    2016-01-01

    Family and consumer sciences (FCS) is an interdisciplinary study of the relationships between humans and their social, natural, and built environments. Critical thinking has been a vital part of the profession since its beginning. Ellen Swallow Richards founded the discipline in 1899 on the premise of improving quality of life for individuals,…

  16. The Critical Advantage: Developing Critical Thinking Skills in School

    Science.gov (United States)

    Gormley, William T., Jr.

    2017-01-01

    In "The Critical Advantage," noted scholar and early childhood expert William T. Gormley, Jr. takes a wide ranging look at the important role of critical thinking in preparing students for college, careers, and civic life. Drawing on research from psychology, philosophy, business, political science, neuroscience, and other disciplines,…

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

    Science.gov (United States)

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

    2018-05-01

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

  18. Improving students’ creative thinking skill through local material-based experiment (LMBE) on protein qualitative test

    Science.gov (United States)

    Supriyanti, F. M. T.; Halimatul, H. S.

    2018-05-01

    This study aims to enhance chemistry students’ creative thinking skills using material from local resources on protein qualitative test experiment (LMBE). In this study, a quasi experiment method using one group pretest-postest non-equivalen control group design was carried out on the effectiveness of local material-based experiment approach. The data was collected using the test consists of five assay test and student work sheet (LKM). The effectiveness of the local material-based experiment was tested by means of percentage of normalized gain and score percentage of students’ worksheet. Comparison of creative thinking skills pretest and postest scores showed that the implementation of local material- based experiment (LMBE) enhanced students’s creative thinking skills in experiment class with the value of normalized gain (=0,77) at high category, while in control class reached to =0,44 at medium category. In addition, the LKM shown the enhancements of all aspect of creative thinking skills, including fluency, flexibility, and elaboration skills with the score of in experiment class are 0.79; 0.75; and 0.87 at high category, respectively. In contrast, the only the elaboration skill of control group was improved at high category (=0.76), while fluency and flexibility indicators enhanced at medium category (=0.48 and 0.56, respectively).

  19. Critical Thinking: The Development of an Essential Skill for Nursing Students

    OpenAIRE

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

    2014-01-01

    Critical thinking is defined as the mental process of actively and skillfully perception, analysis, synthesis and evaluation of collected information through observation, experience and communication that leads to a decision for action. In nursing education there is frequent reference to critical thinking and to the significance that it has in daily clinical nursing practice. Nursing clinical instructors know that students face difficulties in making decisions related to clinical practice. Th...

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

    Science.gov (United States)

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

    2014-01-01

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

  1. Critical thinking skills of basic baccalaureate and Accelerated second-degree nursing students.

    Science.gov (United States)

    Newton, Sarah E; Moore, Gary

    2013-01-01

    The purpose of this study was to describe the critical thinking (CT) skills of basic baccalaureate (basic-BSN) and accelerated second-degree (ASD) nursing students at nursing program entry. Many authors propose that CT in nursing should be viewed as a developmental process that increases as students' experiences with it change. However, there is a dearth of literature that describes basic-BSN and ASD students' CT skills from an evolutionary perspective. The study design was exploratory descriptive. The results indicated thatASD students had higher CT scores on a quantitative critical thinking assessment at program entry than basic-BSN students. CT data are needed across the nursing curriculum from basic-BSN and ASD students in order for nurse educators to develop cohort-specific pedagogical approaches that facilitate critical thinking in nursing and produce nurses with good CT skills for the future.

  2. The productive operating theatre and lean thinking systems.

    Science.gov (United States)

    Kasivisvanathan, R; Chekairi, A

    2014-11-01

    The concept of 'lean thinking' first originated in the manufacturing industry as a means of improving productivity whilst maintaining quality through eliminating wasteful processes. The purpose of this article is to demonstrate how the principles of 'lean thinking' are relevant to healthcare and the operating theatre, with reference to our own institutional experience.

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

    Science.gov (United States)

    Pardamean, Bens

    2012-04-01

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

  4. Do occupational therapy and physical therapy curricula teach critical thinking skills?

    Science.gov (United States)

    Vogel, Kimberly A; Geelhoed, Michael; Grice, Kimatha O; Murphy, Douglas

    2009-01-01

    This study evaluated whether critical thinking ability can be improved through participation in occupational therapy (OT) and physical therapy (PT) curricula. The researchers compared levels of the critical thinking skills of OT and PT students at the beginning and end of their programs to determine whether changes occurred and to examine facets of the curricula that may have caused the differences. The curricula include teaching strategies of problem-based learning modules, small group discussion and problem-solving, case studies, clinical observation, and evidence-based practice assignments, as well as teaching about critical thinking as a process in itself. Fifty OT and PT students completed the Watson-Glaser Critical Thinking Appraisal at the beginning and end of 20 mos of the academic phase of their master's degree programs. Researchers analyzed the data using a one-way repeated-measures ANOVA. Results showed no differences between OT and PT students on the pretest or post-test and no differences for PT students between the pretest and post-test. OT students' scores increased significantly from pretest to post-test. The influence of the timing of teaching critical thinking skills in the resulting differences between the two curricula, as well as the validity of the Watson-Glaser Critical Thinking Appraisal is a valid measure of critical thinking changes in allied health students are discussed.

  5. Relationship between Female Pre University Students' Critical Thinking Skills and Their Mental Health

    Directory of Open Access Journals (Sweden)

    Y. Maroofi

    2012-04-01

    Full Text Available Introduction & Objective: Critical thinking is simply defined as ability for analysis and evaluation of information. Today, this skill is considered as an undeniable necessity for social life. So fostering critical thinking ability is one of the basic goals of different levels of education from primary school to higher education. Each conscious behavior is related to the theoretical and intellectual foundation and origin. Therefore, the quality and types of thought play an important role in human mental health. This research studies the relationship between female pre-university students' critical thinking skills and their mental health in the academic year 2009-2010 in Hamadan city. Materials & Methods: This study is a cross sectional research and our method is based on correlation. Using random multiple stages clustering method, we selected 331 students as statistical sample. The data gathering instruments are two standard questionnaires: California form b critical thinking questionnaire and 28-question Goldberg and Hilier general health questionnaire. The data were analyzed using descriptive statistic indexes such as frequency, percent, mean and standard deviation and inferential tests such as Pearson correlation coefficient and multiple regressions. Results: Research findings show that the average point of students' critical thinking skills is (6.51 out of 34 and their average point of mental health is (31.52 .About 61 persons(18.4 percent have not any psychological disorder, about 270 person (81.6 percent seemed to have psychological disorder symptoms. There are negative and significant differences between critical thinking skills and disorder in mental health. Multiple regression analysis show that: there is negative and significant differences between critical analysis and deductive rational skills with psychological disorder symptoms, that is when students' critical thinking skills increases, the psychological disorder symptoms decrease

  6. 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.

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

    Science.gov (United States)

    Towne, Forrest S.

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

  8. Critical thinking skills in nursing students: a comparison between freshmen and senior students.

    Science.gov (United States)

    Azizi-Fini, Ismail; Hajibagheri, Ali; Adib-Hajbaghery, Mohsen

    2015-03-01

    Critical thinking is one of the most important concepts in the field of education. Despite studies published on nursing students' critical thinking skills (CTS), some suggest that there is not enough evidence supporting the relationship between content of nursing education programs and nursing students' CTS. Given the existing discrepancies, this study aimed to compare the critical thinking skills of freshmen and senior nursing students. This comparative study was conducted on 150 undergraduate freshmen and senior nursing students in Kashan University of Medical Sciences, during 2012. The students in the first and the last semesters of their study in nursing were entered in the study using the census method. Data were collected using a questionnaire including questions on demographic data and the California Critical Thinking Skills Test, form B. Data analysis was performed using the SPSS v.13 software. Descriptive statistics were calculated. Moreover, independent sample t-test and Spearman and Pearson's correlation coefficients were used in the data analysis. Both the freshmen and senior nursing students had low CTS. The mean critical thinking scores were 11.79 ± 4.80 and 11.21 ± 3.17 for the freshmen and the senior students, respectively (P = 0.511). Moreover, no significant correlation was found between the students' score in CTS and their age, gender, high school grade point average (GPA), rank in university entrance examination (RUEE) and interest in the nursing profession. The students were low skilled in critical thinking and their CTS did not significantly change during their nursing degree. Thus it may be concluded that the nursing education program did not affect the CTS of its students. Longitudinal studies are suggested for assessing nursing students' critical thinking over time. Moreover, revising the curriculum and preparing nursing educators for implementing innovative and active teaching strategies are suggested.

  9. From Product to Service Design: A Thinking Paradigm Shift

    Directory of Open Access Journals (Sweden)

    Liliana Rodriguez

    2014-12-01

    Full Text Available Society, industry and the economy are all experiencing changes caused by a shift from products to services. While a “problem-solving” approach is commonly used for the development of products, new design approaches are needed as the primary unit of exchange moves from goods to services.  This research argues that a fundamental transformation in the design world is taking place, manifested in a thinking paradigm shift from problem solving (designing products towards systems thinking (designing services. This paper draws on design literature to identify concepts of systems thinking and problem solving to help understand core elements in the shift from product to service design. It also reports on a series of semi-structured interviews with designers working in five design consultancies that have moved from product design to services design. The results show a change in the way designers think and approach projects when facing the challenges of designing services, confirming a movement from problem solving to systems thinking. However, systems thinking is not replacing problem solving but complementing it. The results also indicate that the growing complexity of the issues designers deal with influences the adoption of systems thinking in responding to service design challenges, as well as current changes in people’s ideas about sustainability and  society.

  10. 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.

  11. The Effect of Think-Pair-Share-Write Based on Hybrid Learning on Metakognitive Skills, Creative Thinking and Cognitive Learning at SMA Negeri 3 Malang

    Directory of Open Access Journals (Sweden)

    Ika Yulianti Siregar

    2017-07-01

    Full Text Available The results of biology learning observation show that there are many constraints during the learning process in the class and consultation meeting between teacher and students. The think-pair-share-write based on hybrid learning was conducted to analyze the effect on metacognitive skills, creative thinking and learning outcomes. The research design was quasi experiment with pretest-posttest non-equivalent control group design. The independent variable is think-pair-share-write based on Hybrid learning model, while the dependent variables are metacognitive skills, creative thinking, and cognitive learning outcomes. Metacognitive skills are measured by using metacognitive rubrics. Creative thinking skills and cognitive learning outcomes are measured by using a description test. The data were taken by conducting pretest and posttest. The hypothesis test used was anakova with level of significance 0,05 (P <0,05, as the test result was significant then the test was continued to LSD. Before the anakova test, normality and homogeneity test were performed. The results showed that think-pair-share-write based on Hybrid Learning significantly affecting: 1 the metacognitive skills with F arithmetic of 183,472 and Sig. 0,000; 2 the creative thinking skill with F value of 325,111 and Sig. 0,000; 3 the cognitive learning outcomes with F arithmetic of 175.068 and Sig. 0,000.

  12. Improving Geoscience Students' Spatial Thinking Skills: Applying Cognitive Science Research in the Classroom

    Science.gov (United States)

    Ormand, C. J.; Shipley, T. F.; Manduca, C. A.; Tikoff, B.

    2011-12-01

    Spatial thinking skills are critical to success in many subdisciplines of the geosciences (and beyond). There are many components of spatial thinking, such as mental rotation, penetrative visualization, disembedding, perspective taking, and navigation. Undergraduate students in introductory and upper-level geoscience courses bring a wide variety of spatial skill levels to the classroom, as measured by psychometric tests of many of these components of spatial thinking. Furthermore, it is not unusual for individual students to excel in some of these areas while struggling in others. Although pre- and post-test comparisons show that student skill levels typically improve over the course of an academic term, average gains are quite modest. This suggests that it may be valuable to develop interventions to help undergraduate students develop a range of spatial skills that can be used to solve geoscience problems. Cognitive science research suggests a number of strong strategies for building students' spatial skills. Practice is essential, and time on task is correlated to improvement. Progressive alignment may be used to scaffold students' successes on simpler problems, allowing them to see how more complex problems are related to those they can solve. Gesturing has proven effective in moving younger students from incorrect problem-solving strategies to correct strategies in other disciplines. These principles can be used to design instructional materials to improve undergraduate geoscience students' spatial skills; we will present some examples of such materials.

  13. Critical Thinking and Problem Solving Skills in Mathematics of Grade-7 Public Secondary Students

    Directory of Open Access Journals (Sweden)

    Emil C. Alcantara

    2017-11-01

    Full Text Available The study aimed to assess the academic performance, critical thinking skills, and problem solving skills in mathematics of Grade-7 students in the five central public secondary schools of Area 2, Division of Batangas, Philippines. This study utilized descriptive method of research. Three hundred forty one (341 students of the public secondary schools out of the total of 2,324 Grade-7 students were selected through systematic random sampling as the subjects of the study. It was found out that the level of performance in Mathematics of the Grade-7 students is proficient. The level of critical thinking skills of students from the different schools is above average as well as their level of problem solving skills. The mathematics performance of the students is positively correlated to their level of critical thinking skills and problem solving skills. Students considered the following learning competencies in the different content areas of Grade-7 Mathematics as difficult to master: solving problems involving sets, describing the development of measurement from the primitive to the present international system of units, finding a solution of an equation or inequality involving one variable, using compass and straightedge to bisect line segments and angles, and analyzing, interpreting accurately and drawing conclusions from graphic and tabular presentations of statistical data.

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

    Science.gov (United States)

    Swinny, Betsy

    2010-01-01

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

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

    Science.gov (United States)

    Alsowat, Hamad

    2016-01-01

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

  16. The Effectiveness of Local Culture-Based Mathematical Heuristic-KR Learning towards Enhancing Student's Creative Thinking Skill

    Science.gov (United States)

    Tandiseru, Selvi Rajuaty

    2015-01-01

    The problem in this research is the lack of creative thinking skills of students. One of the learning models that is expected to enhance student's creative thinking skill is the local culture-based mathematical heuristic-KR learning model (LC-BMHLM). Heuristic-KR is a learning model which was introduced by Krulik and Rudnick (1995) that is the…

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

    Science.gov (United States)

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

    2018-04-01

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

  18. Investigating Pre-Service Science Teachers' Critical Thinking Dispositions and Problem Solving Skills in Terms of Different Variables

    Science.gov (United States)

    Yenice, Nilgun

    2011-01-01

    This study was conducted to examine pre-service science teachers' critical thinking dispositions and problem solving skills based on gender, grade level and graduated high school variables. Also relationship between pre-service science teachers' critical thinking dispositions and problem solving skills was examined based on gender, grade level and…

  19. Developing creative and innovative thinking and problem-solving skills in a financial services organisation

    Directory of Open Access Journals (Sweden)

    Cherylene De Jager

    2013-05-01

    Full Text Available Orientation: An important evaluation function is to determine whether creative and innovative thinking and problem-solving skills can be developed through training and to assess whether these skills, on their own, are sufficient to ignite innovation in organisations. Research purpose: The evaluation question that the present study aimed to address is whether employees in a corporate context, such as a financial services organisation, can develop creative and innovative thinking and problem-solving skills through an intervention such as a workshop. Motivation for the study: A financial services organisation commissioned the primary author of this article to design a workshop with the intent to develop the creative and innovative thinking and problem-solving skills of their employees in order to ignite innovation and competitiveness. Research design, approach and method: This study employed mainly qualitative research. Utilisation-focused evaluation (UFE was employed and findings from the literature review, questionnaires, pen-and-paper tests and interviews were used. The unit of analysis was a niche business unit in a South African financial services organisation. Main findings: From this study’s point of view, the most critical finding related to the confirmation that individuals can acquire creative and innovative thinking and problemsolving skills. The acquisition of these skills, however, is not sufficient on its own to establish a culture supportive of creativity and sustainable innovation. Practical/managerial implications: The development of creative and innovative thinking and problem-solving skills of employees is not sufficient on its own to support sustainable innovation. Managers should consciously establish determinants on an organisational as well as an individual level to create an environment supportive of sustainable innovation. Contribution/value-add: The present study indicated how a workshop can assist

  20. The Correlation of Metacognition with Critical Thinking Skills of Grade XI Students on Human Excretion System Concept

    Directory of Open Access Journals (Sweden)

    Dea Diella

    2017-11-01

    Full Text Available The aims of this study is to reveal metacognition and critical thinking skill of students grade XI, and also the correlation between metacognition with crititical thinking skill on human excretion system. The participants of this study consist of 100 students from grade XI of five different high schools in Tasikmalaya. Correlational method was used in this study. Instruments which used to obtain the data consist of metacognition test and critical thinking test. The students' metacognition was captured with the essay item related to the human excretion system concept. The multiple choice-reason item and essay item was used to capture the critical thinking skills. The results showed that students’ score at metacognition and critical thinking have a low average. The results also proved that metacognition has a positive correlation and moderately strong with critical thinking skills

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

    Science.gov (United States)

    Carni; Maknun, J.; Siahaan, P.

    2017-02-01

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

  2. Development of an Instrument to Measure Higher Order Thinking Skills in Senior High School Mathematics Instruction

    Science.gov (United States)

    Tanujaya, Benidiktus

    2016-01-01

    The purpose of this research was to develop an instrument that can be used to measure higher-order thinking skills (HOTS) in mathematics instruction of high school students. This research was conducted using a standard procedure of instrument development, from the development of conceptual definitions, development of operational definitions,…

  3. Research on the Training of Higher Cognitive Learning and Thinking Skills. Final Report. Report No. 5560.

    Science.gov (United States)

    Nickerson, R. S.

    The technical reports summarized in this paper were prepared as part of a project designed to determine what is known about the teaching of cognitive skills and to formulate questions relating to such teaching for further research. Topics discussed in the 22 reports include the following: (1) teaching thinking; (2) Aristotle's logic; (3) a…

  4. Improving Students' Critical Thinking Skills through Remap NHT in Biology Classroom

    Science.gov (United States)

    Mahanal, Susriyati; Zubaidah, Siti; Bahri, Arsad; Syahadatud Dinnurriya, Maratusy

    2016-01-01

    Previous studies in Malang, Indonesia, showed that there were the failure biology learning caused by not only the low students' prior knowledge, but also biology learning model has not improved the students' critical thinking skills yet, which affected the low of cognitive learning outcomes. The learning model is required to improve students'…

  5. An Analysis of the Teaching of Critical Thinking Skills in History in Postsecondary Education

    Science.gov (United States)

    Arrington, Walter T. Ted

    2017-01-01

    This study is an investigation and analysis of the teaching of critical thinking skills in eight public universities in Texas, in particular the History, Education, and Business departments. The study is, in part, a document analysis of the universities' mission statements, the departments' stated learning objectives, and two upper level…

  6. Teaching Critical Thinking Skills in Higher Education: A Review of the Literature

    Science.gov (United States)

    Behar-Horenstein, Linda S.; Niu, Lian

    2011-01-01

    The authors reviewed 42 empirical studies of teaching of critical thinking skills in postsecondary education published between 1994 and 2009. The instructional intervention, test measure, and research design of the studies were analyzed. Study results suggest that: (1) the same instructional interventions can lead to different results, depending…

  7. Islamic Teachers' Perceptions of Improving Critical Thinking Skills in Saudi Arabian Elementary Schools

    Science.gov (United States)

    Alwadai, Mesfer Ahmad

    2014-01-01

    The intent of this explanatory sequential mixed-method study is to examine Islamic teachers' thoughts on improving critical thinking skills in elementary schools in the Southwestern province of Saudi Arabia. This study involves the collection of quantitative data and an explanation of the quantitative results with qualitative data. In the first…

  8. Computational Thinking and Media & Information Literacy: An Integrated Approach to Teaching Twenty-First Century Skills

    Science.gov (United States)

    Gretter, Sarah; Yadav, Aman

    2016-01-01

    Developing students' 21st century skills, including creativity, critical thinking, and problem solving, has been a prevailing concern in our globalized and hyper-connected society. One of the key components for students to accomplish this is to take part in today's participatory culture, which involves becoming creators of knowledge rather than…

  9. 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…

  10. Critical Thinking Skill Acquisition in Accelerated LVN to RN Nursing Programs: An Evaluative Case Study

    Science.gov (United States)

    Hutchison, Billy Eugene

    2013-01-01

    Accelerated transitional nursing programs (ATNPs) designed specifically for licensed vocational nurses (LVNs) to transition to become registered nurses (RNs) are graduating novice nurses who need critical thinking skills to solve patient problems. The health care industry and patient outcomes depend on graduate nurses to be proficient with quality…

  11. Critical Thinking Skills for Rehabilitation Professionals in the 21st Century

    Science.gov (United States)

    Lewis, Allen N.; King, Eric S.; Pitt, Jenelle S.; Getachew, Almaz; Shamburger, Aisha

    2010-01-01

    Critical thinking (CT) is an essential tool for rehabilitation professionals in the 21st century. Well developed CT skills are indicated for rehabilitation professionals in the new century to promote continuous quality improvement of the service delivery system. Such improvement will occur as rehabilitation professionals learn to routinely…

  12. A Qualitative Study of Students' Computational Thinking Skills in a Data-Driven Computing Class

    Science.gov (United States)

    Yuen, Timothy T.; Robbins, Kay A.

    2014-01-01

    Critical thinking, problem solving, the use of tools, and the ability to consume and analyze information are important skills for the 21st century workforce. This article presents a qualitative case study that follows five undergraduate biology majors in a computer science course (CS0). This CS0 course teaches programming within a data-driven…

  13. Educational Game Design as Gateway for Operationalizing Computational Thinking Skills among Middle School Students

    Science.gov (United States)

    Wu, Min Lun

    2018-01-01

    This qualitative case study reports descriptive findings of digital game-based learning involving 15 Taiwanese middle school students' use of computational thinking skills elicited through programmed activities in a game design workshop. Situated learning theory is utilized as framework to evaluate novice game designers' individual advancement in…

  14. Using Game Theory and the Bible to Build Critical Thinking Skills

    Science.gov (United States)

    McCannon, Bryan C.

    2007-01-01

    The author describes a course designed to build the critical thinking skills of undergraduate economics students. The course introduces and uses game theory to study the Bible. Students gain experience using game theory to formalize events and, by drawing parallels between the Bible and common economic concepts, illustrate the pervasiveness of…

  15. Developing Student Critical Thinking Skills through Teaching Psychology: An Interview with Claudio S. Hutz.

    Science.gov (United States)

    McCarthy-Tucker, Sherri

    2001-01-01

    Presents an interview with Claudio S. Hutz, who is dean of Instituto de Psicologia at Universidade Federal do Rio Grande do Sul in Porto Alegre, Brazil, where he has been teaching psychology since 1977. Discusses topics such as teaching psychology in Brazil and developing critical thinking skills. (CMK)

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

    Science.gov (United States)

    Demirdag, Seyithan

    2015-01-01

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

  17. Reflective Learning and Prospective Teachers' Conceptual Understanding, Critical Thinking, Problem Solving, and Mathematical Communication Skills

    Science.gov (United States)

    Junsay, Merle L.

    2016-01-01

    This is a quasi-experimental study that explored the effects of reflective learning on prospective teachers' conceptual understanding, critical thinking, problem solving, and mathematical communication skills and the relationship of these variables. It involved 60 prospective teachers from two basic mathematics classes of an institution of higher…

  18. The Development of Scientific Thinking Skills in Elementary and Middle School

    Science.gov (United States)

    Zimmerman, Corinne

    2007-01-01

    The goal of this article is to provide an integrative review of research that has been conducted on the development of children's scientific reasoning. Broadly defined, scientific thinking includes the skills involved in inquiry, experimentation, evidence evaluation, and inference that are done in the service of "conceptual change" or scientific…

  19. Examining the Relationship between Digital Game Preferences and Computational Thinking Skills

    Science.gov (United States)

    Yildiz, Hatice Durak; Yilmaz, Fatma Gizem Karaoglan; Yilmaz, Ramazan

    2017-01-01

    The purpose of this study is to identify whether computational thinking skills among secondary school students differ depending on the type of digital games they play. The participants of this study were 202 secondary school students at 5th, 6th, 7th and 8th grades during 2016-2017 academic year. Correlational survey method was used during this…

  20. Creative and Critical Thinking Skills in Problem-Based Learning Environments

    Science.gov (United States)

    Birgili, Bengi

    2015-01-01

    Creative and critical thinking skills are the abilities, which can sometimes be used interchangeably in definition. In fact, they have different constructs because they differentiate in outcome of human behaviours. Also one of today's requirements is that individuals should approach everyday problems by using both competences. So, one of the…

  1. Designing Cognitively Diagnostic Assessment for Algebraic Content Knowledge and Thinking Skills

    Science.gov (United States)

    Zhang, Zhidong

    2018-01-01

    This study explored a diagnostic assessment method that emphasized the cognitive process of algebra learning. The study utilized a design and a theory-driven model to examine the content knowledge. Using the theory driven model, the thinking skills of algebra learning was also examined. A Bayesian network model was applied to represent the theory…

  2. Using problem-based learning to improve students' creative thinking skills on water purification

    Science.gov (United States)

    Wahyu, Wawan; Kurnia, Eli, Rohaeni Nur

    2016-02-01

    The aim of this study is to obtain information about the using Problem-based Learning (PBL) to improve students' creative thinking skills on water purification. The research adopted quasi-experimental method with one group pre-test-post-test design, involving 31students of class XI in one SMK in Cimahi as the subjects of study. The students were divided into three groups categories: high, medium, and low based on the average grades of daily tests. The used instruments in this study were essay, observation sheet, questionnaire (Likert scale), and interview sheet Aspects of creative thinking skills are developed including: fluency, flexibility, originality, detailing (elaborative), and judging (evaluative). To identify the improvement of students' creative thinking skills on water purification, "normalized gain" or of the pre-test and post-test scores was calculated. The results showed that PBL can enhance students' creative thinking skills by means high category (percentage of = 70.12%). This nformation can be used as an input to teachers in the school and teacher education programs.

  3. Critical-Thinking Skills of First-Year Athletic Training Students Enrolled in Professional Programs

    Science.gov (United States)

    Bates, Dana K.; Sikkema, Jill A.; Nynas, Suzette M.; Culp, Clinton

    2017-01-01

    Context: The Examination of Professional Degree Level document presented to the National Athletic Trainers' Association Board of Directors states that research in athletic training education has not investigated differences in the critical-thinking skills of professional athletic training students. Objective: Investigate the differences in…

  4. Initiative Games in Physical Education: A Practical Approach for Teaching Critical Thinking Skills--Part 1

    Science.gov (United States)

    Maina, Michael P.; Maina, Julie Schlegel; Hunt, Kevin

    2016-01-01

    As teachers prepare children for the future, the need for developing critical thinking skills in students becomes clearly evident. One way to promote this process is through initiative games. Initiative games are clearly defined problems that a group must find a solution to through cooperation, physical effort and cognitive functioning. The…

  5. Gender-fair assessment of young gifted students' scientific thinking skills

    Science.gov (United States)

    Dori, Y. J.; Zohar, A.; Fischer-Shachor, D.; Kohan-Mass, J.; Carmi, M.

    2018-04-01

    This paper describes an Israeli national-level research examining the extent to which admissions of elementary school students to the gifted programmes based on standardised tests are gender-fair. In the research, the gifted students consisted of 275 boys, 128 girls, and additional 80 girls who were admitted to the gifted programme through affirmative action (AA). To assess these young students' scientific thinking skills, also referred to as science practices, open-ended questions of case-based questionnaires were developed. The investigated scientific thinking skills were question posing, explanation, graphing, inquiry, and metacognition. Analysis of the students' responses revealed that gifted girls who entered the programmes through AA performed at the same level as the other gifted students. We found significant differences between the three research groups in question posing and graphing skills. We suggest increasing gender-fairness by revising the standard national testing system to include case-based narratives followed by open-ended questions that assess gifted students' scientific thinking skills. This may diminish the gender inequity expressed by the different number of girls and boys accepted to the gifted programmes. We show that open-ended tools for analysing students' scientific thinking might better serve both research and practice by identifying gifted girls and boys equally well.

  6. Improving Critical Thinking Skills Using Learning Model Logan Avenue Problem Solving (LAPS)-Heuristic

    Science.gov (United States)

    Anggrianto, Desi; Churiyah, Madziatul; Arief, Mohammad

    2016-01-01

    This research was conducted in order to know the effect of Logan Avenue Problem Solving (LAPS)-Heuristic learning model towards critical thinking skills of students of class X Office Administration (APK) in SMK Negeri 1 Ngawi, East Java, Indonesia on material curve and equilibrium of demand and supply, subject Introduction to Economics and…

  7. The Effects of Conceptual Understanding Procedures (CUPs) Towards Critical Thinking Skills of Senior High School Students

    Science.gov (United States)

    Sukaesih, S.; Sutrisno

    2017-04-01

    The aim of the study was to analyse the effect of the application of Conceptual Understanding Procedures (CUPs) learning to the students’ critical thinking skills in the matter of categorisaed in SMA Negeri 1 Larangan. This study was quasi-experimental design using nonequivalent control group design. The population in this study was entire class X. The samples that were taken by convenience sampling were class X MIA 1 and X MIA 2. Primary data in the study was the student’s critical thinking skills, which was supported by student activity, the level of adherence to the CUPs learning model, student opinion and teacher opinion. N-gain test results showed that the students’ critical thinking skills of experimental class increased by 89.32%, while the control group increased by 57.14%. Activity grade of experimental class with an average value of 72.37 was better than that of the control class with an average of only 22.69 student and teacher opinions to the learning were excellegoodnt. Based on this study concluded that the model of Conceptual Understanding Procedures (CUPs) had an effect on the student’s critical thinking skills in the matter of protest in SMA Negeri 1 Larangan.

  8. The Effect of the Inquiry-Based Learning Approach on Student's Critical-Thinking Skills

    Science.gov (United States)

    Duran, Meltem; Dökme, Ilbilge

    2016-01-01

    The purpose of this study is to determine the effect of an activity set developed according to the inquiry-based learning (IBL) approach in the unit "Particulate Structure of Matter" on students' critical-thinking skills in science and technology courses. The study was conducted with 90 students from the 6th grade attending four, 6th…

  9. Developing Critical and Historical Thinking Skills in Middle Grades Social Studies

    Science.gov (United States)

    Waring, Scott M.; Robinson, Kirk S.

    2010-01-01

    The author describes a social studies unit designed to help students develop critical thinking skills. The lessons give students opportunities to analyze multiple perspectives, use multiple sources when conducting research, and construct historical narratives through the creation of a digital historical biography.

  10. The Relationships between Critical Thinking Skills and Learning Styles of Gifted Students

    Science.gov (United States)

    Dilekli, Yalçin

    2017-01-01

    The current study investigates the relationship between critical thinking skills and learning styles of mentally gifted students. The participants were 225 gifted students in Turkey attending Science and Art Centres which are after-school activity centers for mentally gifted students. Participants were 9-15 years old and were attending secondary…

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

    Science.gov (United States)

    Sudibyo, Elok; Jatmiko, Budi; Widodo, Wahono

    2016-01-01

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

  12. Laboratory Activity Worksheet to Train High Order Thinking Skill of Student on Surface Chemistry Lecture

    Science.gov (United States)

    Yonata, B.; Nasrudin, H.

    2018-01-01

    A worksheet has to be a set with activity which is help students to arrange their own experiments. For this reason, this research is focused on how to train students’ higher order thinking skills in laboratory activity by developing laboratory activity worksheet on surface chemistry lecture. To ensure that the laboratory activity worksheet already contains aspects of the higher order thinking skill, it requires theoretical and empirical validation. From the data analysis results, it shows that the developed worksheet worth to use. The worksheet is worthy of theoretical and empirical feasibility. This conclusion is based on the findings: 1) Assessment from the validators about the theoretical feasibility aspects in the category is very feasible with an assessment range of 95.24% to 97.92%. 2) students’ higher thinking skill from N Gain values ranges from 0.50 (enough) to 1.00 (high) so it can be concluded that the laboratory activity worksheet on surface chemistry lecture is empirical in terms of worth. The empirical feasibility is supported by the responses of the students in very reasonable categories. It is expected that the laboratory activity worksheet on surface chemistry lecture can train students’ high order thinking skills for students who program surface chemistry lecture.

  13. Training Scientific Thinking Skills: Evidence from an MCAT[superscript 2015]-Aligned Classroom Module

    Science.gov (United States)

    Stevens, Courtney; Witkow, Melissa R.

    2014-01-01

    The present study reports on the development and evaluation of a classroom module to train scientific thinking skills. The module was implemented in two of four parallel sections of introductory psychology. To assess learning, a passage-based question set from the medical college admissions test (MCAT[superscript 2015]) preview guide was included…

  14. Enhancement of creative thinking skills using a cognitive-based creativity training

    NARCIS (Netherlands)

    Ritter, S.M.; Mostert, N.

    2017-01-01

    Creative thinking skills can be considered one of the key competencies for the twenty-first century - they allow us to remain flexible and provide us with the capacity to deal with the opportunities and challenges that are part of our complex and fast-changing world. The increased focus on

  15. The Relationships between Positive Thinking Skills, Academic Locus of Control and Grit in Adolescents

    Science.gov (United States)

    Çelik, Ismail; Sariçam, Hakan

    2018-01-01

    The main purpose of this study is to examine the possible relationships between academic locus of control, positive thinking skills and grit in high school students. The participants of the research are composed of 288 adolescents continuing their high school education from 4 different schools in Agri, Turkey, which were selected with convenient…

  16. Revealing the Relationship between Reading Interest and Critical Thinking Skills through Remap GI and Remap Jigsaw

    Science.gov (United States)

    Zubaidah, Siti; Corebima, Aloysius Duran; Mahanal, Susriyati; Mistianah

    2018-01-01

    The aim of this research was to reveal the relationship between student's reading interest and critical thinking skills through Reading Concept Map Group Investigation (Remap GI) and Reading Concept Map Jigsaw (Remap Jigsaw) learning models. To do so, two science classes from first grade of two Senior High Schools in Malang, Indonesia were…

  17. Implementation of the thinking skills for work program in a psychosocial clubhouse.

    Science.gov (United States)

    McGurk, Susan R; Schiano, Diane; Mueser, Kim T; Wolfe, Rosemarie

    2010-01-01

    Cognitive remediation programs aimed at improving role functioning have been implemented in a variety of different mental health treatment settings, but not in psychosocial clubhouses. This study sought to determine the feasibility and preliminary outcomes of providing a cognitive remediation program (the Thinking Skills for Work program), developed and previously implemented in supported employment programs at mental health agencies, in a psychosocial club-house. Twenty-three members with a history of difficulties getting or keeping jobs, who were participating in a supported employment program at a psychosocial clubhouse, were enrolled in the Thinking Skills for Work program. A neurocognitive battery was administered at baseline and 3 months later after completion of the computer cognitive training component of the program. Hours of competitive work were tracked for the 2 years before enrollment and 2 years following enrollment. Other work-related activities (school, volunteer) were also tracked for 2 years following enrollment. Twenty-one members (91%) completed 6 or more computer cognitive training sessions. Participants demonstrated significant improvements on neurocognitive measures of processing speed, verbal learning and memory, and executive functions. Sixty percent of the members obtained a competitive job during the 2-year follow-up, and 74% were involved in some type of work-related activity. Participants worked significantly more competitive hours over the 2 years after joining the Thinking Skills for Work program than before. The findings support the feasibility and promise of implementing the Thinking Skills for Work program in the context of supported employment provided at psychosocial clubhouses.

  18. Guided-inquiry laboratory experiments to improve students' analytical thinking skills

    Science.gov (United States)

    Wahyuni, Tutik S.; Analita, Rizki N.

    2017-12-01

    This study aims to improve the experiment implementation quality and analytical thinking skills of undergraduate students through guided-inquiry laboratory experiments. This study was a classroom action research conducted in three cycles. The study has been carried out with 38 undergraduate students of the second semester of Biology Education Department of State Islamic Institute (SII) of Tulungagung, as a part of Chemistry for Biology course. The research instruments were lesson plans, learning observation sheets and undergraduate students' experimental procedure. Research data were analyzed using quantitative-descriptive method. The increasing of analytical thinking skills could be measured using gain score normalized and statistical paired t-test. The results showed that guided-inquiry laboratory experiments model was able to improve both the experiment implementation quality and the analytical thinking skills. N-gain score of the analytical thinking skills was increased, in spite of just 0.03 with low increase category, indicated by experimental reports. Some of undergraduate students have had the difficulties in detecting the relation of one part to another and to an overall structure. The findings suggested that giving feedback the procedural knowledge and experimental reports were important. Revising the experimental procedure that completed by some scaffolding questions were also needed.

  19. The Critical Thinking Skills of Teacher Candidates Turkish Republic of Northern Cyprus Sampling

    Science.gov (United States)

    Serin, Oguz

    2013-01-01

    Problem Statement: The main function of education is to prepare individuals for life. In this context, education aims to equip individuals throughout the different stages of education, where most of the time individuals learn how they should behave, as well as how to manage problems with effective problem-solving and critical thinking skills. The…

  20. Promoting Reflective Thinking Skills by Using Web 2.0 Application

    Science.gov (United States)

    Abdullah, Mohamed

    2015-01-01

    The study aims to investigate are using Web 2.0 applications promoting reflective thinking skills for higher education student in faculty for education. Although the literature reveals that technology integration is a trend in higher education and researchers and educators have increasingly shared their ideas and examples of implementations of Web…

  1. The Contribution of Learning Outcomes for Listening to Creative Thinking Skills

    Science.gov (United States)

    Aldig, Ebru; Arseven, Ayla

    2017-01-01

    This study aims to examine teacher's opinions on the contribution of learning outcomes for listening defined in the Ministry of National Education's Turkish course curriculum for the 6th, 7th and 8th grades to the development of creative thinking skills. Mixed methods research design was adopted in the study. As the quantitative part of the study,…

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

    Science.gov (United States)

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

    2018-03-01

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

  3. Developing critical thinking, creativity and innovation skills of undergraduate students

    Science.gov (United States)

    Shoop, Barry L.

    2014-07-01

    A desirable goal of engineering education is to teach students how to be creative and innovative. However, the speed of technological innovation and the continual expansion of disciplinary knowledge leave little time in the curriculum for students to formally study innovation. At West Point we have developed a novel upper-division undergraduate course that develops the critical thinking, creativity and innovation of undergraduate science and engineering students. This course is structured as a deliberate interactive engagement between students and faculty that employs the Socratic method to develop an understanding of disruptive and innovative technologies and a historical context of how social, cultural, and religious factors impact the acceptance or rejection of technological innovation. The course begins by developing the background understanding of what disruptive technology is and a historical context about successes and failures of social, cultural, and religious acceptance of technological innovation. To develop this framework, students read The Innovator's Dilemma by Clayton M. Christensen, The Structure of Scientific Revolutions by Thomas S. Kuhn, The Discoverers by Daniel J. Boorstin, and The Two Cultures by C.P. Snow. For each class meeting, students survey current scientific and technical literature and come prepared to discuss current events related to technological innovation. Each student researches potential disruptive technologies and prepares a compelling argument of why the specific technologies are disruptive so they can defend their choice and rationale. During course meetings students discuss the readings and specific technologies found during their independent research. As part of this research, each student has the opportunity to interview forward thinking technology leaders in their respective fields of interest. In this paper we will describe the course and highlight the results from teaching this course over the past five years.

  4. Scientific thinking in elementary school: Children's social cognition and their epistemological understanding promote experimentation skills.

    Science.gov (United States)

    Osterhaus, Christopher; Koerber, Susanne; Sodian, Beate

    2017-03-01

    Do social cognition and epistemological understanding promote elementary school children's experimentation skills? To investigate this question, 402 children (ages 8, 9, and 10) in 2nd, 3rd, and 4th grades were assessed for their experimentation skills, social cognition (advanced theory of mind [AToM]), epistemological understanding (understanding the nature of science), and general information-processing skills (inhibition, intelligence, and language abilities) in a whole-class testing procedure. A multiple indicators multiple causes model revealed a significant influence of social cognition (AToM) on epistemological understanding, and a McNemar test suggested that children's development of AToM is an important precursor for the emergence of an advanced, mature epistemological understanding. Children's epistemological understanding, in turn, predicted their experimentation skills. Importantly, this relation was independent of the common influences of general information processing. Significant relations between experimentation skills and inhibition, and between epistemological understanding, intelligence, and language abilities emerged, suggesting that general information processing contributes to the conceptual development that is involved in scientific thinking. The model of scientific thinking that was tested in this study (social cognition and epistemological understanding promote experimentation skills) fitted the data significantly better than 2 alternative models, which assumed nonspecific, equally strong relations between all constructs under investigation. Our results support the conclusion that social cognition plays a foundational role in the emergence of children's epistemological understanding, which in turn is closely related to the development of experimentation skills. Our findings have significant implications for the teaching of scientific thinking in elementary school and they stress the importance of children's epistemological understanding in

  5. Analyze Critical Thinking Skills and Scientific Attitude in Physics Learning Used Inquiry Training and Direct Instruction Learning Model

    OpenAIRE

    Parsaoran Damanik, Dede; Bukit, Nurdin

    2013-01-01

    This study was aimed to determine the differences: (1) the difference of critical thinking skills of students' that using Inquiry Training and Direct Instruction. (2) The difference of critical thinking skills among students who at high scientific attitude and students who at low scientific attitude. (3) To see if there is interaction between inquiry learning model of the scientific attitude students' to increase the ability to critical thinking. This is a quasi experimental research. Which s...

  6. Process-oriented guided inquiry learning strategy enhances students' higher level thinking skills in a pharmaceutical sciences course.

    Science.gov (United States)

    Soltis, Robert; Verlinden, Nathan; Kruger, Nicholas; Carroll, Ailey; Trumbo, Tiffany

    2015-02-17

    To determine if the process-oriented guided inquiry learning (POGIL) teaching strategy improves student performance and engages higher-level thinking skills of first-year pharmacy students in an Introduction to Pharmaceutical Sciences course. Overall examination scores and scores on questions categorized as requiring either higher-level or lower-level thinking skills were compared in the same course taught over 3 years using traditional lecture methods vs the POGIL strategy. Student perceptions of the latter teaching strategy were also evaluated. Overall mean examination scores increased significantly when POGIL was implemented. Performance on questions requiring higher-level thinking skills was significantly higher, whereas performance on questions requiring lower-level thinking skills was unchanged when the POGIL strategy was used. Student feedback on use of this teaching strategy was positive. The use of the POGIL strategy increased student overall performance on examinations, improved higher-level thinking skills, and provided an interactive class setting.

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

    Directory of Open Access Journals (Sweden)

    Sigit Saptono

    2017-02-01

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

  8. Product-Marketing Innovation, Skills, and Firm Productivity Growth

    DEFF Research Database (Denmark)

    Junge, Martin; Severgnini, Battista; Sørensen, Anders

    2016-01-01

    The role of product and marketing innovation for productivity growth is addressed using survey and register data for the Danish economy. It is hypothesized that product and marketing innovation are complementary inputs and that innovation activities are skill-intensive. It is established...... that product and marketing innovation in skill-intensive firms results in significantly faster productivity growth. Moreover, product and marketing innovation have independent roles in productivity growth, which cannot be attributed to organizational changes. Finally, we apply an instrument variable approach...... for firms, innovation choices to study endogeneity. The results strongly support the idea that product–marketing innovation leads to faster productivity growth in skill-intensive firms....

  9. Profile of Students' Creative Thinking Skills on Quantitative Project-Based Protein Testing using Local Materials

    Directory of Open Access Journals (Sweden)

    D. K. Sari

    2017-04-01

    Full Text Available The purpose of this study is to obtain a profile of students’ creative thinking skills on quantitative project-based protein testing using local materials. Implementation of the research is using quasi-experimental method pre-test post-test control group design with 40 students involved in Biochemistry lab. The research instrument is pre-test and post-test using creative thinking skills in the form of description and students’ questionnaire. The analysis was performed with SPSS 22.0 program to see the significance normality, U Mann-Whitney test for nonparametric statistics, N-Gain score, and the percentage of student responses to the practicum performed. The research result shows that the pretest rate in the experimental group is 8.25 while in the control group is 6.90. After attending a project-based practicum with local materials, the experimental group obtained the mean of posttest is 37.55 while in control class is 11.18. The students’ improvement on creative thinking skills can be seen from the average of N-Gain in the experimental class with 0.32 (medium category and in the control category with 0.05 (low category. The experimental and control class have different creative thinking skills significantly different fluency, flexibility, novelty, and detail. It can be concluded that quantitative project-based protein testing using local materials can improve students’ creative thinking skills. 71% of total students feel that quantitative project-based protein testing using local materials make them more creative in doing a practicum in the laboratory.

  10. The Prototype Development of Creative Thinking Skills Model’s Book

    Directory of Open Access Journals (Sweden)

    Agustiana I Gusti Ayu Tri

    2018-01-01

    Full Text Available Model of book is an important part of the research process in developing creative thinking skills. Considering the importance of creative thinking skills, it is necessary to attempt developing such skills in the learning process by applying an appropriate and effective model. This research will develop the components of learning model that includes theoretical rationale, syntax, social systems, reaction principle, support systems, and the impact instructional companion. Learning model of science is developed with syntax orientation, excavation creative ideas, research, elaboration, presenting the results of the work, evaluation, and implementation (OPPEMEI with indicators of creative thinking skills fluency, flexibility, originality, elaboration and evaluation. To achieve the goals, it should need a couple of steps, namely (1 analyzing and providing a rational basis to support the development of learning model for creative thinking skills. (2 analyzing and constructing the theories that support the development of the model. Some synthesis theories for reviews are a constructivism theory, creative thinking theories, a motivation theory, a theory of Vygotsky (the theory of socio-cultural and cognitive theory, (3 Analyzing the flow of thought decrease hypothetical OPPEMEI Model, (4 providing guidelines for the implementation of learning using OPPEMEI learning model, (5 conducting Focus Group Discussions (FGDs and (6 Revisions. Validity is assessed by expert judges in terms of content validity and construct validity. The construct validity includes the logic of stage model (syntax and the support of relevant theory at each stage. Validation of the content reflects the state of the art or the strength of the device and the content materials are assessed based on the conformity with the applicable curriculum. The learning model is stated valid, if the expert judges and practical say that the model is developed based on strong and latest theoretical

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

    Science.gov (United States)

    Simon, Nicole A.

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

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

    Directory of Open Access Journals (Sweden)

    Malini Ganapathy

    2014-10-01

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

  13. Developing critical thinking skills from clinical assignments: a pilot study on nursing students' self-reported perceptions.

    Science.gov (United States)

    Marchigiano, Gail; Eduljee, Nina; Harvey, Kimberly

    2011-01-01

    Clinical assignments in nursing education provide opportunities for students to develop thinking skills vital to the effective delivery of patient care. The purpose of the present study was to examine students' perceived levels of confidence for using thinking skills when completing two types of clinical assignments. Clinical educators and managers are challenged to develop teaching and learning strategies that help students think critically and reflectively and transfer these skills into sound nursing practice. This study is based on the theoretical framework of critical thinking within the nursing process framework. Undergraduate nursing students (n=51) completed surveys indicating their confidence in using seven thinking skills for nursing care. Students indicated significantly more confidence when implementing the journal format as compared with the care plan format when analysing information, determining relevance, making connections, selecting appropriate information, applying relevant knowledge and evaluating outcomes. The findings of the present study propose a new approach for enhancing students' thinking skills. Journaling is an effective strategy for enhancing students' thinking skills. Nursing managers are in key organisational positions for supporting and promoting the use of the journal format and building supportive and collaborative learning environments for students to develop thinking skills for managing patient care. © 2010 The Authors. Journal compilation © 2010 Blackwell Publishing Ltd.

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

    Directory of Open Access Journals (Sweden)

    M. Akhyar Lubis

    2017-09-01

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

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

    Directory of Open Access Journals (Sweden)

    Richard M. Magsino

    2014-10-01

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

  16. 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.

  17. An information communication technology based approach for the acquisition of critical thinking skills.

    Science.gov (United States)

    Pucer, Patrik; Trobec, Irena; Žvanut, Boštjan

    2014-06-01

    Both academics and practitioners agree that critical thinking skills are necessary to provide safe and comprehensive nursing care. In order to promote the development of critical thinking, nurse educators need to keep the teaching/learning process captivating and interesting using active learning environments. These can be implemented by using modern information and communication technologies that are simple, fun, and time and cost effective. The goal of our study was to design and test an approach, which allows individual and fast acquisition of critical thinking skills with the use of information and communication technology. A combination of qualitative and quantitative research design was implemented. The study consisted of a quasi-experiment (phases 1-3): (1) pre-test discussion board, (2) use of e-contents based on the presented approach, and (3) post-test discussion board. The participants' opinion about the presented approach was identified in phase 4. The study was performed in May 2012 during the course "Ethics and Philosophy in Nursing" at the Faculty of Health Sciences, University of Primorska, Slovenia. Forty first-year undergraduate nursing students. Qualitative analysis of the discussion boards (phases 1, 3) and an anonymous survey with open- and closed-ended questions (phase 4). Qualitative analysis of the discussion boards showed a significant (pcritical thinking skills. Repeated confirmation of the validity of the presented approach through methodological triangulation represents a strong indication that the presented approach is a valuable tool to develop nursing students' critical thinking skills. Copyright © 2014 Elsevier Ltd. All rights reserved.

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

    Directory of Open Access Journals (Sweden)

    Joaninho Xavier Hei

    2017-07-01

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

  19. Proposal of thinking process model based on putting a question to oneself for problem solving by skilled engineers

    International Nuclear Information System (INIS)

    Fukumoto, Toshihiko; Kishi, Yoshiki

    2007-01-01

    The retirement of the skilled engineers and researchers, who have been working in the field of water chemistry of BWRs since the establishment of Japanese BWRs, has been accelerating so that it is necessary to preserve and share the knowledge and know-how of these skilled engineers and to effectively and securely inherit them to the following generations. Moreover, in order for other engineers to share knowledge, including the tacit knowledge of a skilled engineer, it is necessary not only to understand the knowledge obtained as the results of the thinking of the skilled engineers but also to externalize and experience their thinking processes as the processes of problem solving that produced the results. The target of this research is to build a new thinking process model that can externalize thinking processes effectively by analyzing the knowledge and thinking contents of the skilled engineers for investigating causes of changes in the quality of reactor water in boiling water reactor type power plants. As part of this research, we found out a new metacognitive activity, Putting a Question to Oneself, which plays a large role in the thinking process structure. In addition, we developed a new fundamental thinking process model, which can externalize thinking processes effectively by integrating the concept of Putting a Question to Oneself into the thinking process model. (author)

  20. Prepharmacy predictors of success in pharmacy school: grade point averages, pharmacy college admissions test, communication abilities, and critical thinking skills.

    Science.gov (United States)

    Allen, D D; Bond, C A

    2001-07-01

    Good admissions decisions are essential for identifying successful students and good practitioners. Various parameters have been shown to have predictive power for academic success. Previous academic performance, the Pharmacy College Admissions Test (PCAT), and specific prepharmacy courses have been suggested as academic performance indicators. However, critical thinking abilities have not been evaluated. We evaluated the connection between academic success and each of the following predictive parameters: the California Critical Thinking Skills Test (CCTST) score, PCAT score, interview score, overall academic performance prior to admission at a pharmacy school, and performance in specific prepharmacy courses. We confirmed previous reports but demonstrated intriguing results in predicting practice-based skills. Critical thinking skills predict practice-based course success. Also, the CCTST and PCAT scores (Pearson correlation [pc] = 0.448, p critical thinking skills in pharmacy practice courses and clerkships. Further study is needed to confirm this finding and determine which PCAT components predict critical thinking abilities.

  1. Inculcating and encouraging the use of critical thinking skills in science student teachers in Malaysia

    Science.gov (United States)

    Osman, Kamisah

    Malaysia is a multi-racial, largely Muslim, country rapidly emerging from a colonialist past and preparing itself to compete in a global society. The Malaysian government whilst striving to retain its moral and cultural identity has recently introduced long term plans through its Vision 2020 programme, giving direction to its educational thrust at primary, secondary and tertiary levels well into the new millennium. It is envisaged that important among the skills Malaysians will need to have to take advantage of their new position in the world order is the ability to think creatively and critically and be capable of solving problems and making decisions between an awesome array of choice. The importance of education in developing such skills is explicitly recognised in Vision 2020. This thesis looks specifically at how this might be accomplished in the training of secondary school science teachers. This study uses an array of instruments, including the California Critical Thinking Disposition Inventory, the Cornell Critical Thinking Test, Level X, the Science Teaching Observation Schedule, and a number of instruments specifically developed for the study, all of whose reliability and validity are carefully established. The study seeks to explore the effectiveness of an intervention strategy in changing pre-service science teachers' dispositions towards critical thinking, their level of professional knowledge and understanding of critical thinking in the secondary science curriculum, and their changing behaviour in the science classroom as a result of this intervention strategy. Using a quasi-experimental research design, data is collected from some 142 science student teachers in the Universiti Kebangsaan Malaysia. The students were subdivided into a control and two experimental groups, the latter receiving two different instructional programmes. Multiple analysis of variance techniques demonstrated a correlation between intervention strategy and improved attitude

  2. Using Quantitative Literacy to Enhance Critical Thinking Skills in Undergraduate Nursing Students.

    Science.gov (United States)

    Asknes, Edna

    2017-04-01

    Critical thinking and quantitative literacy (QL) are similarly grounded: both focus on analyzing and evaluating evidence, identifying implications and consequences, drawing inferences, and communicating information. This teaching strategy was based on those commonalities and was designed so that undergraduate nursing students would enhance their critical thinking skills as they used their QL skills. QL skills are most effective when taught, learned, and used to solve significant, pertinent problems. Using the principles of learner-centered, team-based learning, QL was integrated into the curriculum of the Maternal-Newborn Nursing course at an urban community college with a diverse student population. Students were engaged and demonstrated enhanced and ongoing development of their critical thinking and problem-solving skills. They also reported a better understanding of data interpretation and use. The positive outcome of this project revealed further opportunities for incorporating QL into nursing curricula and highlighted the need for research on the use of QL in nursing education. [J Nurs Educ. 2017;56(4):240-242.]. Copyright 2017, SLACK Incorporated.

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

    Directory of Open Access Journals (Sweden)

    Leni Widiawati

    2018-03-01

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

  4. 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…

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

    Science.gov (United States)

    Apino, E.; Retnawati, H.

    2017-02-01

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

  6. Vocational Education and Vocational Skills in Production

    DEFF Research Database (Denmark)

    Madsen, Erik Skov

    2015-01-01

    Through case studies in China, Mexico and Denmark, this paper identifies challenges posed to production companies by a lack of vocational skills and vocational education. The study includes manual, complex and automated production procedures. The paper highlights how both China and Denmark have...... focused on theoretical rather than vocational education for more than a decade. Based on a combination of a literature review and field studies of cases, including studies of mass production and unmanned and automated production, a framework of skills related to process tasks is developed. The paper...... concludes that much more focus on the development of vocational education and vocational skills is needed in Denmark, the U.K, the U.S. and in China for employees to be equipped to handle future automated and advanced production systems....

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

    Science.gov (United States)

    Kusnendar, J.; Prabawa, H. W.

    2018-05-01

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

  8. The Impacts of 'Problem-Based Learning’ Approach in Enhancing Critical Thinking Skills to Teaching Literature

    Directory of Open Access Journals (Sweden)

    Mairas Abd Rahman

    2016-11-01

    Full Text Available Teaching can be challenging task especially when the students are categorized as reluctant readers, low self-motivated and lack of critical thinking skills. Therefore, this study focuses on a successful problem-based learning approach on university course called ‘Literature for Language Purposes' taken by Bachelor of English with Communication students at a local Malaysian university. The aim of this study is to investigate the impacts of carrying out problem-based learning in teaching literature. The project involved 55 undergraduates and part of their major course assignments was to organize and participate in an annual English language drama competition. The data was collected through students’ reflective journals, researchers’ reflective journals, response from end of semester questionnaire given and, lecturers’ evaluation on FILA tables. The findings show that problem-based learning is suitable and beneficial in teaching and enhancing critical thinking skills.

  9. Validity of worksheet-based guided inquiry and mind mapping for training students’ creative thinking skills

    Science.gov (United States)

    Susanti, L. B.; Poedjiastoeti, S.; Taufikurohmah, T.

    2018-04-01

    The purpose of this study is to explain the validity of guided inquiry and mind mapping-based worksheet that has been developed in this study. The worksheet implemented the phases of guided inquiry teaching models in order to train students’ creative thinking skills. The creative thinking skills which were trained in this study included fluency, flexibility, originality and elaboration. The types of validity used in this study included content and construct validity. The type of this study is development research with Research and Development (R & D) method. The data of this study were collected using review and validation sheets. Sources of the data were chemistry lecturer and teacher. The data is the analyzed descriptively. The results showed that the worksheet is very valid and could be used as a learning media with the percentage of validity ranged from 82.5%-92.5%.

  10. Enhancement of students’ creative thinking skills on mixture separation topic using project based student worksheet

    Science.gov (United States)

    Nurisalfah, R.; Fadiawati, N.; Jalmo, T.

    2018-05-01

    The aim of this study is to describe the effectiveness of project based student worksheet in improving students' creative thinking skills. The research method is using quasi experiment with the matching only pre-test post-test control group design. The population in this research is all students of class VII SMP N 2 Belitang Madang Raya with class VII1 as control class and class VII4 as experiment class. The sample of this research is obtaining by purposive sampling technique. The effectiveness of project based student worksheet is based on significant post-test differences between the control class and the experiment class as well as the effect size. The results show that the using of project based student worksheet is effective in improving students' creative thinking skills on mixture separation topic.

  11. Designing students’ worksheet based on open-ended approach to foster students’ creative thinking skills

    Science.gov (United States)

    Romli, S.; Abdurrahman; Riyadi, B.

    2018-01-01

    This study aimed at designing an open-ended worksheet to enhance students’ creative thinking skills. The study was conducted at one private school in Bandar Lampung, Indonesia. The participants of the study were twenty students of tenth grade students and two physics teachers. This study used descriptive data. Data were collected by analyzing qualitative data, literature and focus group discussion to gain information about students’ conceptions of physics in the context of open-ended learning. The result showed that students needed innovative learning resources in form of open ended-based worksheet which could give the students an opportunity to develop various solutions related to physics problem. Therefore, students’ creative thinking skill could be improved.

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

    Science.gov (United States)

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

    2017-04-01

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

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

    Directory of Open Access Journals (Sweden)

    Dede Parsaoran Damanik

    2013-06-01

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

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

    Science.gov (United States)

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

    2017-07-01

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

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

    Directory of Open Access Journals (Sweden)

    Lynette Faragher

    2014-08-01

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

  16. Critical Thinking Skills of Students through Mathematics Learning with ASSURE Model Assisted by Software Autograph

    Science.gov (United States)

    Kristianti, Y.; Prabawanto, S.; Suhendra, S.

    2017-09-01

    This study aims to examine the ability of critical thinking and students who attain learning mathematics with learning model ASSURE assisted Autograph software. The design of this study was experimental group with pre-test and post-test control group. The experimental group obtained a mathematics learning with ASSURE-assisted model Autograph software and the control group acquired the mathematics learning with the conventional model. The data are obtained from the research results through critical thinking skills tests. This research was conducted at junior high school level with research population in one of junior high school student in Subang Regency of Lesson Year 2016/2017 and research sample of class VIII student in one of junior high school in Subang Regency for 2 classes. Analysis of research data is administered quantitatively. Quantitative data analysis was performed on the normalized gain level between the two sample groups using a one-way anova test. The results show that mathematics learning with ASSURE assisted model Autograph software can improve the critical thinking ability of junior high school students. Mathematical learning using ASSURE-assisted model Autograph software is significantly better in improving the critical thinking skills of junior high school students compared with conventional models.

  17. Using visual thinking strategies with nursing students to enhance nursing assessment skills: A qualitative design.

    Science.gov (United States)

    Nanavaty, Joanne

    2018-03-01

    This qualitative design study addressed the enhancement of nursing assessment skills through the use of Visual Thinking Strategies and reflection. This study advances understanding of the use of Visual Thinking Strategies and reflection as ways to explore new methods of thinking and observing patient situations relating to health care. Sixty nursing students in a licensed practical nursing program made up the sample of participants who attended an art gallery as part of a class assignment. Participants replied to a survey of interest for participation at the art gallery. Participants reviewed artwork at the gallery and shared observations with the larger group during a post-conference session in a gathering area of the museum at the end of the visit. A reflective exercise on the art gallery experience exhibited further thoughts about the art gallery experience and demonstrated the connections made to clinical practice by the student. The findings of this study support the use of Visual Thinking Strategies and reflection as effective teaching and learning tools for enhancing nursing skills. Copyright © 2017 Elsevier Ltd. All rights reserved.

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

    Science.gov (United States)

    Milner-Bolotin, Marina; Nashon, Samson Madera

    2012-02-01

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

  19. Applying lean thinking to risk management in product development

    DEFF Research Database (Denmark)

    Willumsen, Pelle Lundquist; Oehmen, Josef; Rossi, Monica

    2017-01-01

    This paper re-conceptualizes risk management (RM) in product development (PD) through a lean thinking perspective. Arguably, risk management in PD projects became a victim of its own success. It is often implemented as a highly formalized, compliance driven activity, ending up disconnected from...... delay or cost overrun. This paper explores the relationship between product development and risk management and proposes to make RM an integrated value adding part of PD. Through a literature review we identify the potential of re-conceptualizing RM through lean thinking. We then conceptualize...

  20. THE EFFECTS of STRATEGIC THINKING and POLITICAL SKILLS on TRANSFORMATIONAL LEADERSHIP

    OpenAIRE

    Kara Ozturk, Elif; Erdil, Oya

    2017-01-01

    Purpose - The basic motivation of this research is theobservation of the effects of strategic thinking and political skills ontransformational leadership. There are some researches and investigations aboutthese three factors in the literature, but there is no study that investigatesthese three factors with their dimensions. This study aims to contribute tothis gap in the literature. Methodology - The research has been conducted with 496 companieslocated in İstanbul, Bursa and Kocaeli which ar...

  1. 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 ...

  2. Students creative thinking skills in solving two dimensional arithmetic series through research-based learning

    Science.gov (United States)

    Tohir, M.; Abidin, Z.; Dafik; Hobri

    2018-04-01

    Arithmetics is one of the topics in Mathematics, which deals with logic and detailed process upon generalizing formula. Creativity and flexibility are needed in generalizing formula of arithmetics series. This research aimed at analyzing students creative thinking skills in generalizing arithmetic series. The triangulation method and research-based learning was used in this research. The subjects were students of the Master Program of Mathematics Education in Faculty of Teacher Training and Education at Jember University. The data was collected by giving assignments to the students. The data collection was done by giving open problem-solving task and documentation study to the students to arrange generalization pattern based on the dependent function formula i and the function depend on i and j. Then, the students finished the next problem-solving task to construct arithmetic generalization patterns based on the function formula which depends on i and i + n and the sum formula of functions dependent on i and j of the arithmetic compiled. The data analysis techniques operative in this study was Miles and Huberman analysis model. Based on the result of data analysis on task 1, the levels of students creative thinking skill were classified as follows; 22,22% of the students categorized as “not creative” 38.89% of the students categorized as “less creative” category; 22.22% of the students categorized as “sufficiently creative” and 16.67% of the students categorized as “creative”. By contrast, the results of data analysis on task 2 found that the levels of students creative thinking skills were classified as follows; 22.22% of the students categorized as “sufficiently creative”, 44.44% of the students categorized as “creative” and 33.33% of the students categorized as “very creative”. This analysis result can set the basis for teaching references and actualizing a better teaching model in order to increase students creative thinking skills.

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

    Science.gov (United States)

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

    2012-04-01

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

  4. The influence of critical thinking skills on performance and progression in a pre-registration nursing program.

    Science.gov (United States)

    Pitt, Victoria; Powis, David; Levett-Jones, Tracy; Hunter, Sharyn

    2015-01-01

    The importance of developing critical thinking skills in preregistration nursing students is recognized worldwide. Yet, there has been limited exploration of how students' critical thinking skill scores on entry to pre-registration nursing education influence their academic and clinical performance and progression. The aim of this study was to: i) describe entry and exit critical thinking scores of nursing students enrolled in a three year bachelor of nursing program in Australia in comparison to norm scores; ii) explore entry critical thinking scores in relation to demographic characteristics, students' performance and progression. This longitudinal correlational study used the Health Sciences Reasoning Test (HSRT) to measure critical thinking skills in a sample (n=134) of students, at entry and exit (three years later). A one sample t-test was used to determine if differences existed between matched student critical thinking scores between entry and exit points. Academic performance, clinical performance and progression data were collected and correlations with entry critical thinking scores were examined. There was a significant relationship between critical thinking scores, academic performance and students' risk of failing, especially in the first semester of study. Critical thinking scores were predictive of program completion within three years. The increase in critical thinking scores from entry to exit was significant for the 28 students measured. In comparison to norm scores, entry level critical thinking scores were significantly lower, but exit scores were comparable. Critical thinking scores had no significant relationship to clinical performance. Entry critical thinking scores significantly correlate to academic performance and predict students risk of course failure and ability to complete a nursing degree in three years. Students' critical thinking scores are an important determinant of their success and as such can inform curriculum development and

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

    Science.gov (United States)

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

    2016-09-01

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

  6. Scaffolding Productive Language Skills through Sociodramatic Play

    Science.gov (United States)

    Galeano, Rebecca

    2011-01-01

    This article reviews how a receptive, bilingual four-year-old increased her Spanish productive-language skills over five weeks as she engaged in Spanish-language play sessions with bilingual peers. The data show her growing participation in group verbal interactions along with her growing production of her weaker language. In addition, a…

  7. Guided-inquiry based laboratory instruction: Investigation of critical thinking skills, problem solving skills, and implementing student roles in chemistry

    Science.gov (United States)

    Gupta, Tanya

    Recent initiatives in the laboratory curriculum have encouraged an inquiry-based approach to learning and teaching in the laboratory. It has been argued that laboratory instruction should not just be hands-on, but it should portray the essence of inquiry through the process of experiential learning and reflective engagement in collaboration with peers and in facilitation by the instructor. A student-centered active learning approach may be an effective way to enhance student understanding of concepts in the laboratory. The dissertation research work explores the impact of laboratory instruction and its relevance for college-level chemistry. Each chapter is different from the preceding chapter in terms of the purpose of the study and the research questions asked. However, the overarching idea is to address the importance of guided-inquiry based laboratory instruction in chemistry and its relevance in helping students to make connections with the chemistry content and in imparting skills to students. Such skills include problem solving, collaborative group work and critical thinking. The first research study (Chapter 2) concerns the impact of first year co-requisite general chemistry laboratory instruction on the problem-solving skills of students. The second research study (Chapter 3) examines the impact of implementing student roles also known as Student-Led Instructor Facilitated Guided-Inquiry based Laboratories, SLIFGIL) by modifying the Science Writing Heuristic approach of laboratory instruction. In the third research study (Chapter 4), critical thinking skills of first semester general chemistry laboratory students were compared to advanced (third or fourth year) chemistry laboratory students based on the analysis of their laboratory reports.

  8. The use of Facebook and WhatsApp application in learning process of physics to train students’ critical thinking skills

    Science.gov (United States)

    Kustijono, R.; Zuhri, F.

    2018-01-01

    The purpose of this research is to describe the learning process by using Facebook and WhatsApp to train students’ critical thinking skills. The research steps are: 1) analysis; 2) design; 3) development; 4) implementation; 5) evaluation. The research subjects are 40 students of Physics Department of Universitas Negeri Surabaya. This research used descriptive qualitative approach. The study The validation point, practicality, effectiveness, and critical thinking skills of students assessment use Likert scale. Learning process criteria are eligible if ≥ 60% is rated good or excellent. The results are: 1) the use of Facebook and WhatsApp can be implemented in the learning process, and the existing constraints can be overcome; 2) the assessment of students’ critical thinking skills is categorized as good and excellent. These results suggest that learning by using Facebook and WhatsApp can be used to train students’ critical thinking skills.

  9. Teaching and Understanding the Concept of Critical Thinking Skills within Michigan Accredited Associate Degree Dental Hygiene Programs

    Science.gov (United States)

    Beistle, Kimberly S.

    2012-01-01

    This study explores dental hygiene faculty's perceptions regarding the issues surrounding the concept of critical thinking skills integration within Michigan accredited associate degree dental hygiene programs. The primary research goals are to determine faculty understanding of the concept of critical thinking, identify personal and departmental…

  10. Critical Thinking Skills and Academic Maturity: Emerging Results from a Five-Year Quality Enhancement Plan (QEP) Study

    Science.gov (United States)

    Toppin, Ian N.; Chitsonga, Shadreck

    2016-01-01

    The QEP that was implemented in this study focused on enhancing students' critical thinking skills. A pretest/posttest approach was used to assess students' critical thinking progress in freshman level core English and Math courses. An intervention was performed involving intensive instruction and assignments relating to a set of reasoning…

  11. The Relationship between College Experience at a Historically Black College and Students' Critical Thinking Skills

    Science.gov (United States)

    Little, Irene Pruitt

    2017-01-01

    The purpose of this quantitative correlational study was to examine the relationship between college experience at a HBCU and students' critical thinking skills. The theoretical framework included Astin's theory of involvement and Facione's taxonomy of critical thinking. The research site was a private four-year HBCU in the state of Alabama. The…

  12. Examining the Relationship between Pre-Service Teachers' Critical Thinking Disposition, Problem Solving Skills and Teacher Self-Efficacy

    Science.gov (United States)

    Cansoy, Ramazan; Türkoglu, Muhammet Emin

    2017-01-01

    The aim of this study was to examine the relationships between the pre-service teachers' critical thinking disposition, problem-solving skills and self-efficacy beliefs. The participants of the study were 519 pre-service teachers from Afyon Kocatepe University, Education Faculty. Critical Thinking Disposition, Problem Solving Inventory, and…

  13. Developing the critical thinking skills of astrobiology students through creative and scientific inquiry.

    Science.gov (United States)

    Foster, Jamie S; Lemus, Judith D

    2015-01-01

    Scientific inquiry represents a multifaceted approach to explore and understand the natural world. Training students in the principles of scientific inquiry can help promote the scientific learning process as well as help students enhance their understanding of scientific research. Here, we report on the development and implementation of a learning module that introduces astrobiology students to the concepts of creative and scientific inquiry, as well as provide practical exercises to build critical thinking skills. The module contained three distinct components: (1) a creative inquiry activity designed to introduce concepts regarding the role of creativity in scientific inquiry; (2) guidelines to help astrobiology students formulate and self-assess questions regarding various scientific content and imagery; and (3) a practical exercise where students were allowed to watch a scientific presentation and practice their analytical skills. Pre- and post-course surveys were used to assess the students' perceptions regarding creative and scientific inquiry and whether this activity impacted their understanding of the scientific process. Survey results indicate that the exercise helped improve students' science skills by promoting awareness regarding the role of creativity in scientific inquiry and building their confidence in formulating and assessing scientific questions. Together, the module and survey results confirm the need to include such inquiry-based activities into the higher education classroom, thereby helping students hone their critical thinking and question asking skill set and facilitating their professional development in astrobiology.

  14. 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...

  15. Enhancement and assessment of students’ systems thinking skills by application of systemic synthesis questions in the organic chemistry course

    Directory of Open Access Journals (Sweden)

    Hrin Tamara N.

    2016-01-01

    Full Text Available Many studies in the field of science education have emphasized the fact that systems thinking is a very important higher-order thinking skill which should be fostered during classes. However, more attention has been dedicated to the different ways of systems thinking skills assessment, and less to their enhancement. Taking this into consideration, the goal of our study was not only to validate secondary school students’ systems thinking skills, but also to help students in the complex process of their development. With this goal, new instructional and assessment tools - systemic synthesis questions [SSynQs], were constructed, and an experiment with one experimental (E and one control (C group was conducted during organic chemistry classes. Namely, the instructional teaching/learning method for both E and C groups was the same in processing the new contents, but different on classes for the revision of the selected organic chemistry contents. The results showed that students exposed to the new instructional method (E group achieved higher performance scores on three different types of systems thinking than students from the C group, who were taught by the traditional method. The greatest difference between the groups was found in the most complex dimension of systems thinking construct - in the II level of procedural systems thinking. Along with this dimension, structural systems thinking and I level of procedural systems thinking were also observed. [Projekat Ministarstva nauke Republike Srbije, br. 179010

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

    Science.gov (United States)

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

    2018-05-01

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

  17. Improving Middle School Students’ Critical Thinking Skills Through Reading Infusion-Loaded Discovery Learning Model in the Science Instruction

    Science.gov (United States)

    Nuryakin; Riandi

    2017-02-01

    A study has been conducted to obtain a depiction of middle school students’ critical thinking skills improvement through the implementation of reading infusion-loaded discovery learning model in science instruction. A quasi-experimental study with the pretest-posttest control group design was used to engage 55 eighth-year middle school students in Tasikmalaya, which was divided into the experimental and control group respectively were 28 and 27 students. Critical thinking skills were measured using a critical thinking skills test in multiple-choice with reason format questions that administered before and after a given instruction. The test was 28 items encompassing three essential concepts, vibration, waves and auditory senses. The critical thinking skills improvement was determined by using the normalized gain score and statistically analyzed by using Mann-Whitney U test.. The findings showed that the average of students’ critical thinking skills normalized gain score of both groups were 59 and 43, respectively for experimental and control group in the medium category. There were significant differences between both group’s improvement. Thus, the implementation of reading infusion-loaded discovery learning model could further improve middle school students’ critical thinking skills than conventional learning.

  18. The Divergent Thinking of Basic Skills of Sciences Process Skills of Life Aspects on Natural Sciences Subject in Indonesian Elementary School Students

    Science.gov (United States)

    Subali, Bambang; Paidi; Mariyam, Siti

    2016-01-01

    This research aims at measuring the divergent thinking of basic skills of science process skills (SPS) of life aspects in Natural Sciences subjects on Elementary School. The test instruments used in this research have been standardized through the development of instruments. In this case, the tests were tried out to 3070 students. The results of…

  19. 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.

  20. The relationship between critical thinking skills and self-efficacy beliefs in mental health nurses.

    Science.gov (United States)

    Gloudemans, Henk A; Schalk, René M J D; Reynaert, Wouter

    2013-03-01

    In the Netherlands, the distinction between Bachelor degree and diploma nursing educational levels remains unclear. The added value of Bachelor degree nurses and how they develop professionally after graduation are subject to debate. The aim of this study is to investigate whether Bachelor degree nurses have higher critical thinking skills than diploma nurses do and whether there is a positive relationship between higher critical thinking skills and self-efficacy beliefs. Outcomes might provide instruments that are helpful in positioning of nursing levels in education and practice. Questionnaire data were used of a sample of 95 registered mental health staff nurses (62 diploma nurses and 33 Bachelor degree nurses). First, ANOVA was performed to test whether the two groups were comparable with respect to elements of work experience. Second, t-tests were conducted to compare the two groups of nurses on self-efficacy, perceived performance and critical thinking outcomes. Third, relationships between the study variables were investigated. Finally, structural equation modelling using AMOS was applied to test the relationships. The hypothesis that Bachelor degree nurses are better critical thinkers than diploma nurses was supported (p<0.01). Years in function turned out to be positively related to self-efficacy beliefs (p<0.01). No significant relation was found between the level of education and self-efficacy beliefs. The results of this study support career development and facilitate more efficient positioning of nursing levels. Copyright © 2012 Elsevier Ltd. All rights reserved.

  1. THE EFFECT MODEL INQUIRY TRAINING MEDIA AND LOGICAL THINKING ABILITY TO STUDENT’S SCIENCE PROCESS SKILL

    Directory of Open Access Journals (Sweden)

    Dahrim Pohan

    2017-06-01

    Full Text Available The aim of the research is to analyz : student’s science process skill using inquiry training learning model is better than konvesional learning.Student’s science process skill who have logical thinking ability above average are better than under average,and the interaction between inquiry training media and logical thinking ability to increase student’s science process skill.The experiment was conducted in SMP 6 Medan as population and class VII-K and VII-J were chosen as sample through cluster random sampling.Science prosess skill used essay test and logical thinking used multiple choice as instrument.Result of the data was analyzed by using two ways ANAVA.Result show that : student’s science process skill using inquiry training learning model is better than konvesional learning,student’s science process skill who logical thinking ability above average are better than under average and the interaction between inquiry training learning model media and logical thinking ability to increase student’s science process skill.

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

    Science.gov (United States)

    Heidari, Mohammad; Ebrahimi, Parvin

    2016-10-01

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

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

    Directory of Open Access Journals (Sweden)

    Hariklia Tsalapatas

    2012-06-01

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

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

    Science.gov (United States)

    Sardia Ratna Kusuma, Luckey; Rakhmawati, Lusia; Wiryanto

    2018-04-01

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

  5. INQUIRY –BASED LEARNING FOR ENHANCING CRITICAL THINKING SKILLS: INDONESIAN STUDENTS‘ PERSPECTIVES

    Directory of Open Access Journals (Sweden)

    Hersulastuti Hersulastuti

    2017-12-01

    Full Text Available This paper was mainly intended to shed light on students‘ response towards the implementation of Inquiry-Based Learning (IBL in Reading and Writing subject, and explore its benefits for enhancing critical thinking skills from students‘perspectives in ELT context. This research was conducted through a qualitative case study approach. Three students of graduate program were purposively selected to be the participants. Data were gathered primarily from observation notes and interviews, and then further analyzed using interractive model analysis as proposed by Miles & Huberman (1994. The findings demonstrate that students have good responses towards the implementation of IBL. Moreover, IBL is beneficial to make students become more self-directed, selfdisciplined, self-monitored thinkers. Through IBL, students develop their critical thinking abilities: 1 raise vital questions and problems; 2 gather and assess relevant information; 3 drawing well-reasoned conclusions; and 4 communicate effectively with others to seek solution to complex problems.

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

    Directory of Open Access Journals (Sweden)

    H. Tsalapatas

    2015-11-01

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

  7. Systematic Design and Rapid Development of Motion-Based Touchless Games for Enhancing Students’ Thinking Skills

    Directory of Open Access Journals (Sweden)

    Ioannis Altanis

    2018-01-01

    Full Text Available During the last few years, there has been a growing interest in students getting engaged in digital game-making activities so as to enhance their thinking skills. The findings of studies that have examined the impact of such initiatives are quite positive, especially concerning the promotion of 21st century skills; however, many students seem to face difficulties in getting a deeper understanding of the game development life cycle. Additionally, students often have difficulties in meaningfully reusing and applying the concepts from various subjects, mainly mathematics and physics, into their game-making tasks or in understanding advanced programming commands while creating their games. The present study presents an innovative game-making teaching approach that suggests a series of steps for the systematic design and rapid development of motion-based touchless games, i.e., games that are based on natural user interaction technologies, like the Microsoft Kinect camera. Findings from evaluation studies in two (2 secondary schools indicate that this approach can increase student motivation, strengthen their computational thinking, enhance their understanding of geometric principles and improve their social skills.

  8. RE-NUMERATE: A Workshop to Restore Essential Numerical Skills and Thinking via Astronomy Education

    Science.gov (United States)

    McCarthy, D.; Follette, K.

    2013-04-01

    The quality of science teaching for all ages is degraded by our students' gross lack of skills in elementary arithmetic and their unwillingness to think, and to express themselves, numerically. Out of frustration educators, and science communicators, often choose to avoid these problems, thereby reinforcing the belief that math is only needed in “math class” and preventing students from maturing into capable, well informed citizens. In this sense we teach students a pseudo science, not its real nature, beauty, and value. This workshop encourages and equips educators to immerse students in numerical thinking throughout a science course. The workshop begins by identifying common deficiencies in skills and attitudes among non-science collegians (freshman-senior) enrolled in General Education astronomy courses. The bulk of the workshop engages participants in well-tested techniques (e.g., presentation methods, curriculum, activities, mentoring approaches, etc.) for improving students' arithmetic skills, increasing their confidence, and improving their abilities in numerical expression. These techniques are grounded in 25+ years of experience in college classrooms and pre-college informal education. They are suited for use in classrooms (K-12 and college), informal venues, and science communication in general and could be applied across the standard school curriculum.

  9. The role of student’s critical asking question in developing student’s critical thinking skills

    Science.gov (United States)

    Santoso, T.; Yuanita, L.; Erman, E.

    2018-01-01

    Questioning means thinking, and thinking is manifested in the form of questions. Research that studies the relationship between questioning and students’ critical thinking skills is little, if any. The aim of this study is to examine how student’s questions skill correlates to student’s critical thinking skills in learning of chemistry. The research design used was one group pretest-posttest design. The participants involved were 94 students, all of whom attended their last semesters, Chemistry Education of Tadulako University. A pre-test was administered to check participants’ ability to ask critical questions and critical thinking skills in learning chemistry. Then, the students were taught by using questioning technique. After accomplishing the lesson, a post-test was given to evaluate their progress. Obtained data were analyzed by using Pair-Samples T.Test and correlation methods. The result shows that the level of the questions plays an important role in critical thinking skills is the question levels of predictive, analysis, evaluation and inference.

  10. Effect of training problem-solving skill on decision-making and critical thinking of personnel at medical emergencies

    Science.gov (United States)

    Heidari, Mohammad; Shahbazi, Sara

    2016-01-01

    Background: The aim of this study was to determine the effect of problem-solving training on decision-making skill and critical thinking in emergency medical personnel. Materials and Methods: This study is an experimental study that performed in 95 emergency medical personnel in two groups of control (48) and experimental (47). Then, a short problem-solving course based on 8 sessions of 2 h during the term, was performed for the experimental group. Of data gathering was used demographic and researcher made decision-making and California critical thinking skills questionnaires. Data were analyzed using SPSS software. Results: The finding revealed that decision-making and critical thinking score in emergency medical personnel are low and problem-solving course, positively affected the personnel’ decision-making skill and critical thinking after the educational program (P problem-solving in various emergency medicine domains such as education, research, and management, is recommended. PMID:28149823

  11. Product-Marketing Innovation, Skills and Firm Productivity Growth

    DEFF Research Database (Denmark)

    Junge, Martin; Severgnini, Battista; Sørensen, Anders

    The role of product and marketing innovation for productivity growth is addressed using survey and register data for the Danish economy. It is argued that marketing and product innovation are complementary inputs and that innovation activities are skill-intensive. It is found that product...... and marketing innovation in skill-intensive firms results in significantly faster productivity growth than in unskilled-intensive firms that introduce this combination of innovation activities. More precisely, an increase in the share of educated workers of one percentage point, increases productivity growth...... by around 0.1 percentage point in firms with product and marketing innovation. In addition, it is found that firms that engage in product innovation but not in marketing innovation or the other way around do not demonstrate a growth effect from their innovation activities. It is also found that product...

  12. 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...

  13. Fostering critical thinking skills: a strategy for enhancing evidence based wellness care

    Directory of Open Access Journals (Sweden)

    Jamison Jennifer R

    2005-09-01

    Full Text Available Abstract Chiropractic has traditionally regarded itself a wellness profession. As wellness care is postulated to play a central role in the future growth of chiropractic, the development of a wellness ethos acceptable within conventional health care is desirable. This paper describes a unit which prepares chiropractic students for the role of "wellness coaches". Emphasis is placed on providing students with exercises in critical thinking in an effort to prepare them for the challenge of interfacing with an increasingly evidence based health care system. Methods This case study describes how health may be promoted and disease prevented through development of personalized wellness programs. As critical thinking is essential to the provision of evidence based wellness care, diverse learning opportunities for developing and refining critical thinking skills have been created. Three of the learning opportunities are an intrinsic component of the subject and, taken together, contributed over 50% of the final grade of the unit. They include a literature review, developing a client wellness contract and peer evaluation. In addition to these 3 compulsory exercises, students were also given an opportunity to develop their critical appraisal skills by undertaking voluntary self- and unit evaluation. Several opportunities for informal self-appraisal were offered in a structured self-study guide, while unit appraisal was undertaken by means of a questionnaire and group discussion at which the Head of School was present. Results Formal assessment showed all students capable of preparing a wellness program consistent with current thinking in contemporary health care. The small group of students who appraised the unit seemed to value the diversity of learning experiences provided. Opportunities for voluntary unit and self-appraisal were used to varying degrees. Unit evaluation provided useful feedback that led to substantial changes in unit structure

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

    Science.gov (United States)

    Jewett, Elizabeth; Kuhn, Deanna

    2016-03-01

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

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

    Directory of Open Access Journals (Sweden)

    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.

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

    Science.gov (United States)

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

    2018-03-01

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

  17. Creative Thinking with Fairy Tales.

    Science.gov (United States)

    Flack, Jerry

    2001-01-01

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

  18. Improvement of nursing students' critical thinking skills through problem-based learning in the People's Republic of China: a quasi-experimental study.

    Science.gov (United States)

    Yuan, Haobin; Kunaviktikul, Wipada; Klunklin, Areewan; Williams, Beverly A

    2008-03-01

    A quasi-experimental, two-group pretest-post-test design was conducted to examine the effect of problem-based learning on the critical thinking skills of 46 Year 2 undergraduate nursing students in the People's Republic of China. The California Critical Thinking Skills Test Form A, Chinese-Taiwanese version was used as both a pretest and as a post-test for a semester-long nursing course. There was no significant difference in critical thinking skills at pretest, whereas, significant differences in critical thinking skills existed between the problem-based learning and lecture groups at post-test. The problem-based learning students had a significantly greater improvement on the overall California Critical Thinking Skills Test, analysis, and induction subscale scores compared with the lecture students. Problem-based learning fostered nursing students' critical thinking skills.

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

    Science.gov (United States)

    Bolhassan, Norlailatulakma; Taha, Hafsah

    2017-05-01

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

  20. Development of critical thinking through communicative skill in Higher Education: a reflective proposal

    Directory of Open Access Journals (Sweden)

    M. Carme Balaguer Fábregas

    2018-06-01

    Full Text Available The aim of this article is to present a cross-sectional research program for a preservice education degree. Its goal is to analyse the learning development of the students that attend the preservice teacher education for pre-school teachers. Throughout their degree, students should be trained in different skills that allow them to become good people and good professionals. But, what is the process through which students acquire critical thinking and communication skills that will enable them to become teachers? In what way do students self-regulate their linguistic, oral and written skills? Are they aware and critical of their own learning in this area? In this project we want to observe the process that our students follow to develop these issues. For this reason, the study of metacognitive processes that allow the crystallization of knowledge and linguistic skills is considered. This analysis is obtained through reflective processes. An investigation is planned for a period of 2 years. The methodology that will be implemented is a mixed longitudinal model (qualitative, quantitative. It is expected to provide information on the perception of students of Early Childhood Education on the development of their linguistic and communicative competence. In this article, we intend to describe the design of the research, the instrument developed and the first results of qualitative nature. Finally, the need to improve the reflection processes of the students of the Early Childhood Education degree is revealed from results obtained.

  1. Scientific Skills as Core Competences in Medical Education: What do medical students think?

    Science.gov (United States)

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

    2015-08-01

    Background: Scientific excellence is one of the most fundamental underpinnings of medical education and its relevance is unquestionable. To be involved in research activities enhances students' critical thinking and problem-solving capacities, which are mandatory competences for new achievements in patient care and consequently to the improvement of clinical practice. Purposes: This work aimed to study the relevance given by Portuguese medical students to a core of scientific skills, and their judgment about their own ability to execute those skills. Methods: A cross-sectional study was conducted on students attending the first, fourth and sixth years of medical course in the same period. An assessment istrument, exploring the importance given by Portuguese medical students to scientific skills in high school, to clinical practice and to their own ability to execute them, was designed, adapted and applied specifically to this study. Results: Students' perceptions were associated with gender, academic year, previous participation in research activities, positive and negative attitudes toward science, research integration into the curriculum and motivation to undertake research. The viewpoint of medical students about the relevance of scientific skills overall, and the ability to execute them, was independently associated with motivation to be enrolled in research. Conclusions: These findings have meaningful implications in medical education regarding the inclusion of a structural research program in the medical curriculum. Students should be aware that clinical practice would greatly benefit from the enrollment in research activities. By developing a solid scientific literacy future physicians will be able to apply new knowledge in patient care.

  2. Effects of an experiential learning program on the clinical reasoning and critical thinking skills of occupational therapy students.

    Science.gov (United States)

    Coker, Patty

    2010-01-01

    This study examined the effects of participation in a 1-week, experiential, hands-on learning program on the critical thinking and clinical reasoning skills of occupational therapy students. A quasi-experimental, nonrandomized pre- and post-test design was used with a sample of 25 students. The students had completed three semesters of didactic lecture coursework in a master's level OT educational program prior to participation in a hands-on therapy program for children with hemiplegic cerebral palsy. Changes in critical thinking and clinical reasoning skills were evaluated using the following dependent measures: Self-Assessment of Clinical Reflection and Reasoning (SACRR) and the California Critical Thinking Skills Test (CCTST). Changes in pretest and posttest scores on the SACRR and the CCTST were statistically significant (p>0.05) following completion of the experiential learning program. This study supports the use of hands-on learning to develop clinical reasoning and critical thinking skills in healthcare students, who face ever more diverse patient populations upon entry-level practice. Further qualitative and quantitative investigations are needed to support the results of this study and determine which components of experiential learning programs are essential for developing clinical reasoning and critical thinking skills in future allied health professionals.

  3. Process-Oriented Guided Inquiry Learning Strategy Enhances Students’ Higher Level Thinking Skills in a Pharmaceutical Sciences Course

    Science.gov (United States)

    Verlinden, Nathan; Kruger, Nicholas; Carroll, Ailey; Trumbo, Tiffany

    2015-01-01

    Objective. To determine if the process-oriented guided inquiry learning (POGIL) teaching strategy improves student performance and engages higher-level thinking skills of first-year pharmacy students in an Introduction to Pharmaceutical Sciences course. Design. Overall examination scores and scores on questions categorized as requiring either higher-level or lower-level thinking skills were compared in the same course taught over 3 years using traditional lecture methods vs the POGIL strategy. Student perceptions of the latter teaching strategy were also evaluated. Assessment. Overall mean examination scores increased significantly when POGIL was implemented. Performance on questions requiring higher-level thinking skills was significantly higher, whereas performance on questions requiring lower-level thinking skills was unchanged when the POGIL strategy was used. Student feedback on use of this teaching strategy was positive. Conclusion. The use of the POGIL strategy increased student overall performance on examinations, improved higher-level thinking skills, and provided an interactive class setting. PMID:25741027

  4. Effect of the essentials of critical care orientation (ECCO) program on the development of nurses' critical thinking skills.

    Science.gov (United States)

    Kaddoura, Mahmoud A

    2010-09-01

    It is essential for nurses to develop critical thinking skills to ensure their ability to provide safe and effective care to patients with complex and variable needs in ever-changing clinical environments. To date, very few studies have been conducted to examine how nursing orientation programs develop the critical thinking skills of novice critical care nurses. Strikingly, no research studies could be found about the American Association of Critical Care Nurses Essentials of Critical Care Orientation (ECCO) program and specifically its effect on the development of nurses' critical thinking skills. This study explored the perceptions of new graduate nurses regarding factors that helped to develop their critical thinking skills throughout their 6-month orientation program in the intensive care unit. A convenient non-probability sample of eight new graduates was selected from a hospital that used the ECCO program. Data were collected with demographic questionnaires and semi-structured interviews. An exploratory qualitative research method with content analysis was used to analyze the data. The study findings showed that new graduate nurses perceived that they developed critical thinking skills that improved throughout the orientation period, although there were some challenges in the ECCO program. This study provides data that could influence the development and implementation of future nursing orientation programs. Copyright 2010, SLACK Incorporated.

  5. The Positive Thinking Skills Scale: A screening measure for early identification of depressive thoughts.

    Science.gov (United States)

    Bekhet, Abir K; Garnier-Villarreal, Mauricio

    2017-12-01

    Depression is currently considered the second leading cause of disability worldwide. Positive thinking is a cognitive process that helps individuals to deal with problems more effectively, and has been suggested as a useful strategy for coping with adversity, including depression. The Positive Thinking Skills Scale (PTSS) is a reliable and valid measure that captures the frequency of use of positive thinking skills that can help in the early identification of the possibility of developing depressive thoughts. However, no meaningful cutoff score has been established for the PTSS. To establish a cutoff score for the PTSS for early identification of risk for depression. This study used a receiver operating characteristic (ROC) curve to establish a PTSS cutoff score for risk for depression, using the Center for Epidemiological Studies-Depression Scale (CES-D) as the gold standard measure. In a sample of 109 caregivers, the ROC showed that the cutoff score of PTSS that best classify the participants is 13.5. With this PTSS score, 77.8% of the subjects with low CES-D are classify correctly, and 69.6% of the subjects with high CES-D are classify correctly. Since the PTSS score should be integer numbers, functionally the cutoff would be 13. The study showed that a cut off score of 13 is a point at which referral, intervention, or treatment would be recommended. Consequently, this can help in the early identification of depressive symptoms that might develop because of the stress of caregiving. Copyright © 2017 Elsevier Inc. All rights reserved.

  6. Students' construction of a simple steam distillation apparatus and development of creative thinking skills: A project-based learning

    Science.gov (United States)

    Diawati, Chansyanah; Liliasari, Setiabudi, Agus; Buchari

    2017-05-01

    This project-based learning combined the chemistry of separation process using steam distillation with engineering design process in an undergraduate chemistry course. Students built upon their knowledge of phase changes, immiscible mixture, and the relationship between vapor pressure and boiling point to complete a project of modifications steam distillation apparatus. The research method is a qualitative case study, which aims to describe how (1) the creative thinking skills of students emerged during six weeks of theproject, (2) students built steam distillation apparatus characteristics as the project product and (3) students response to the project-based learning model. The results showed that the students had successfully constructed a steam distillation apparatus using plastic kettle as steam generator and distillation flask. A Plastic tubewas used to drain water vapor from steam generator to distillation flask and to drain steam containing essential oil to the condenser. A biscuit tin filled with ice was used as a condenser. The time required until resulting distillate was fifteen minutes. The production of essential was conductive qualitatively by a very strong smell typical of essential oil and two phases of distillate. Throughout the project, students formulated the relevant and varied problem, formulated the goals, proposed the ideas of the apparatus and materials, draw apparatus design, constructed apparatus, tested apparatus, evaluated, and reported the project. Student response was generally positive. They were pleased, interested, more understanding the concepts and work apparatus principles, also implemented new ideas. These results indicate that project-based learning can develop students' creative thinking skills. Based on these results, it is necessary to conduct research and implemented project-based learning to other concepts.

  7. A workshop series using peer-grading to build drug information, writing, critical-thinking, and constructive feedback skills.

    Science.gov (United States)

    Davis, Lindsay E

    2014-12-15

    To utilize a skills-based workshop series to develop pharmacy students' drug information, writing, critical-thinking, and evaluation skills during the final didactic year of training. A workshop series was implemented to focus on written (researched) responses to drug information questions. These workshops used blinded peer-grading to facilitate timely feedback and strengthen assessment skills. Each workshop was aligned to the didactic coursework content to complement and extend learning, while bridging and advancing research, writing, and critical thinking skills. Attainment of knowledge and skills was assessed by rubric-facilitated peer grades, faculty member grading, peer critique, and faculty member-guided discussion of drug information responses. Annual instructor and course evaluations consistently revealed favorable student feedback regarding workshop value. A drug information workshop series using peer-grading as the primary assessment tool was successfully implemented and was well received by pharmacy students.

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

    Directory of Open Access Journals (Sweden)

    Didimus Tanah Boleng

    2015-03-01

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

  9. Development of students' critical thinking: the educators' ability to use questioning skills in the baccalaureate programmes in nursing in Pakistan.

    Science.gov (United States)

    Saeed, Tanveer; Khan, Shehla; Ahmed, Azra; Gul, Raisa; Cassum, Shanaz; Parpio, Yasmin

    2012-03-01

    To enhance the Critical Thinking skills of educators associated with the nursing baccalaureate programmes in Pakistan. By focusing on the type and level of questions asked by the educators. Ninety-one faculty members from 14 out of 17 schools participated in the study. Data on the faculty's questioning skills was obtained through classroom observations and field notes. The duration of the observations was 45-60 minutes. Using Bloom's Taxonomy for cognitive thinking, questions were categorised into high and low categories. Most of the questions (68.9 %) asked by the participants were of lower levels, while some (5.37 %) were ambiguous. In many instances, the participants did not allow a sufficient wait-time for students to think and respond. The findings suggest that educators must learn to use the questioning strategy effectively. They should ask higher level questions if they wish to inculcate Critical Thinking in students.

  10. Development of Problem-Based Learning Oriented Teaching Learning Materials to Facilitate Students’ Mastery of Concept and Critical Thinking Skill

    Science.gov (United States)

    Reza, M.; Ibrahim, M.; Rahayu, Y. S.

    2018-01-01

    This research aims to develop problem-based learning oriented teaching materials to improve students’ mastery of concept and critical thinking skill. Its procedure was divided into two phases; developmental phase and experimental phase. This developmental research used Four-D Model. However, within this research, the process of development would not involve the last stages, which is disseminate. The teaching learning materials which were developed consist of lesson plan, student handbook, student worksheet, achievement test and critical thinking skill test. The experimental phase employs a research design called one group pretest-posttest design. Results show that the validity of the teaching materials which were developed was good and revealed the enhancement of students’ activities with positive response to the teaching learning process. Furthermore, the learning materials improve the students’ mastery of concept and critical thinking skill.

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

    Directory of Open Access Journals (Sweden)

    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.

  12. Fostering students’ thinking skill and social attitude through STAD cooperative learning technique on tenth grade students of chemistry class

    Science.gov (United States)

    Kriswintari, D.; Yuanita, L.; Widodo, W.

    2018-04-01

    The aim of this study was to develop chemistry learning package using Student Teams Achievement Division (STAD) cooperative learning technique to foster students’ thinking skills and social attitudes. The chemistry learning package consisting of lesson plan, handout, students’ worksheet, thinking skill test, and observation sheet of social attitude was developed using the Dick and Carey model. Research subject of this study was chemistry learning package using STAD which was tried out on tenth grade students of SMA Trimurti Surabaya. The tryout was conducted using the one-group pre-test post-test design. Data was collected through observation, test, and questionnaire. The obtained data were analyzed using descriptive qualitative analysis. The findings of this study revealed that the developed chemistry learning package using STAD cooperative learning technique was categorized valid, practice and effective to be implemented in the classroom to foster students’ thinking skill and social attitude.

  13. Nursing care plans versus concept maps in the enhancement of critical thinking skills in nursing students enrolled in a baccalaureate nursing program.

    Science.gov (United States)

    Sinatra-Wilhelm, Tina

    2012-01-01

    Appropriate and effective critical thinking and problem solving is necessary for all nurses in order to make complex decisions that improve patient outcomes, safety, and quality of nursing care. With the current emphasis on quality improvement, critical thinking ability is a noteworthy concern within the nursing profession. An in-depth review of literature related to critical thinking was performed. The use of nursing care plans and concept mapping to improve critical thinking skills was among the recommendations identified. This study compares the use of nursing care plans and concept mapping as a teaching strategy for the enhancement of critical thinking skills in baccalaureate level nursing students. The California Critical Thinking Skills Test was used as a method of comparison and evaluation. Results indicate that concept mapping enhances critical thinking skills in baccalaureate nursing students.

  14. Critical thinking dispositions and skills of senior nursing students in associate, baccalaureate, and RN-to-BSN programs.

    Science.gov (United States)

    Shin, Kyungrim; Jung, Duk Yoo; Shin, Sujin; Kim, Myoung Soo

    2006-06-01

    This study investigated the critical thinking dispositions and skills of senior nursing students. Study participants were students enrolled in associate (n = 137), baccalaureate (n = 102), and RN-to-BSN (n = 66) programs accredited by the Korean Ministry of Education. The California Critical Thinking Disposition Inventory (CCTDI) and California Critical Thinking Skills Test (CCTST) were used. A comparison of the CCTDI scores revealed a statistically significant difference between the students enrolled in different programs (F = 4.159, p = 0.017), as did a comparison of the CCTST scores (F = 24.205, p critical thinking skills to make the decisions required of them in their nursing practice. In line with this, when conducting a survey of the effectiveness of nursing education, the necessity of critical thinking skills cannot be overlooked. In fact, the National League for Nursing Accrediting Commission (NLNAC) (1999) and American Association of Colleges of Nursing (AACN) (1998) require the concept of critical thinking be included as one of the core elements of curricula and that it be measured as an outcome when evaluating nursing education. In 1998, during the evaluation of colleges of nursing conducted by the South Korean Council for University Education, several universities presented the fostering of critical thinking as one of the terminal learning goals of nursing education based on the idea that critical thinking is important not only in the nursing workplace, but also in nursing education. To evaluate the effectiveness of Korea's current nursing education curriculum, focus was placed on current students in South Korea's three systems of nursing education. Each curriculum's effectiveness can be evaluated by indexing critical thinking dispositions and skills. This article intends to offer insight into the first steps necessary in reorganizing nursing education by comparing these evaluations of each of the three systems. To this end, we conducted a comparative

  15. An Exploratory Study to Assess Analytical and Logical Thinking Skills of the Software Practitioners using a Gamification Perspective

    Directory of Open Access Journals (Sweden)

    Şahin KAYALI

    2016-12-01

    Full Text Available The link between analytical and logical thinking skills and success of software practitioners attracted an increasing attention in the last decade. Several studies report that the ability to think logically is a requirement for improving software development skills, which exhibits a strong reasoning. Additionally, analytical thinking is a vital part of software development for example while dividing a task into elemental parts with respect to basic rules and principles.  Using the basic essence of gamification, this study proposes a mobile testing platform for assessing analytical and logical thinking skills of software practitioners as well as computer engineering students. The assessment questions were taken from the literature and transformed into a gamified tool based on the software requirements. A focus group study was conducted to capture the requirements. Using the Delphi method, these requirements were discussed by a group of experts to reach a multidisciplinary understanding where a level of moderate agreement has been achieved. In light of these, an assessment tool was developed, which was tested on both software practitioners from the industry and senior computer engineering students. Our results suggest that individuals who exhibit skills in analytical and logical thinking are also more inclined to be successful in software development.

  16. RN-to-BSN Students' Quality Improvement Knowledge, Skills, Confidence, and Systems Thinking.

    Science.gov (United States)

    Trent, Peggy; Dolansky, Mary A; DeBrew, Jacqueline Kayler; Petty, Gayle M

    2017-12-01

    Little evidence demonstrates that RN-to-baccalaureate nursing (BSN) graduates have met The Essentials of Baccalaureate Education for Professional Nursing Practice-specifically, evidence of the graduates' organizational and systems leadership related to quality care and patient safety. This BSN Essentials reflects the QSEN quality improvement (QI) competency. The purpose of this pilot study was to develop and test an assessment strategy to measure RN-to BSN students' QI competence and their perception of QI knowledge and skills. Students (N = 59) from six RN-to-BSN programs participated in a Qualtrics survey e-mailed during the last semester of their program. The majority of students (60%) reported that they did not experience QI content in their program. Scores on QI knowledge, skills, and systems thinking were low, yet the students self-reported that they were confident in their ability to perform QI. This pilot study provides an assessment strategy to measure students' competence related to QI. Nursing education has an opportunity to integrate and measure QI competence to ensure that nurses have the knowledge and skills to continually improve patient care. [J Nurs Educ. 2017;56(12):737-740.]. Copyright 2017, SLACK Incorporated.

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

    Science.gov (United States)

    Roets, Lizeth; Maritz, Jeanette

    2017-02-01

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

  18. Determinants of the accuracy of nursing diagnoses: influence of ready knowledge, knowledge sources, disposition toward critical thinking, and reasoning skills.

    Science.gov (United States)

    Paans, Wolter; Sermeus, Walter; Nieweg, Roos; van der Schans, Cees

    2010-01-01

    The purpose of this study was to determine how knowledge sources, ready knowledge, and disposition toward critical thinking and reasoning skills influence the accuracy of student nurses' diagnoses. A randomized controlled trial was conducted to determine the influence of knowledge sources. We used the following questionnaires: (a) knowledge inventory, (b) California Critical Thinking Disposition Inventory, and (c) Health Science Reasoning Test (HSRT). The use of knowledge sources had very little influence on the accuracy of nursing diagnoses. Accuracy was significantly related to the analysis domain of the HSRT. Students were unable to operationalize knowledge sources to derive accurate diagnoses and did not effectively use reasoning skills. Copyright 2010 Elsevier Inc. All rights reserved.

  19. The relationship among critical thinking skill measured by science virtual test, gender, andmotivation in 9th grade students

    Science.gov (United States)

    Fernandi, R. A. U. I.; Firman, H.; Rusyati, L.

    2018-05-01

    The purpose of this study was to identify the relationship among critical thinking skill, gender and motivation in 9th grade students of Junior High School in Kuningan. This descriptive study used purposive sampling that comprised 110 ninth grade students taken from three junior high school that has good computer literacy and use 2013 curriculum. The data were obtained through Science Virtual Test on living things and environmental sustainability theme, respondent identity, and science motivation questionnaire (SMQ). Female students scored highest on generating purpose skill (M = 73.81), while male students performed better on generating implication and consequences skill (M = 78.01) where both groups differed significantly (p = 0.011). Students scored highest on generating purpose skill for high and moderate motivation group, while for the lowest score, moderate and low motivation group performed it on making assumption skill. Additionally, some critical thinking elements differed significantly by motivation to learn science. Despite, there was no correlation between students’ critical thinking and motivation (r = 0.155, p > 0.05). The finding indicated that students’ critical thinking is not differed by gender and not affected by motivation to learn science.

  20. 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…

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

    Science.gov (United States)

    Korkmaz, Özgen

    2016-01-01

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

  2. An Exploratory Product Evaluation of the Manchester Motor Skills Programme

    Science.gov (United States)

    Lodal, Katherine; Bond, Caroline

    2017-01-01

    This study is an exploratory product evaluation of the Manchester Motor Skills Programme (MMSP). A mixed methodology was used to explore intended, unintended, positive and negative outcomes for four Key Stage 2 (KS2) children with motor skills difficulties who participated in the MMSP. The children's motor skills, social skills and self-esteem…

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

    Directory of Open Access Journals (Sweden)

    R. Poppy Yaniawati

    2013-05-01

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

  4. Korean Nursing Students' Acquisition of Evidence-Based Practice and Critical Thinking Skills.

    Science.gov (United States)

    Kim, Sang Suk; Kim, Eun Joo; Lim, Ji Young; Kim, Geun Myun; Baek, Hee Chong

    2018-01-01

    Evidence-based practice (EBP) is essential for enhancing nurses' quality of care. We identified Korean nursing students' practices, attitudes, and knowledge concerning EBP, as well as their critical thinking disposition (CTD). The EBP Questionnaire (EBPQ) was administered to a convenience sample of 266 nursing students recruited from four nursing schools in Seoul and its metropolitan area. Average EBPQ and CTD total scores were 4.69 ± 0.64 and 3.56 ± 0.32, respectively. Students who were ages ⩾23 years, male, and satisfied with their major demonstrated higher EBPQ and CTD scores. EBPQ scores were significantly correlated with CTD scores (r = .459, p students improve their CTD and information utilization skills, as well as integrate EBP in undergraduate programs to enhance nurses' EBP abilities. [J Nurs Educ. 2018;57(1):21-27.]. Copyright 2018, SLACK Incorporated.

  5. Malaysian adolescent students' needs for enhancing thinking skills, counteracting risk factors and demonstrating academic resilience

    Science.gov (United States)

    Kuldas, Seffetullah; Hashim, Shahabuddin; Ismail, Hairul Nizam

    2015-01-01

    The adolescence period of life comes along with changes and challenges in terms of physical and cognitive development. In this hectic period, many adolescents may suffer more from various risk factors such as low socioeconomic status, substance abuse, sexual abuse and teenage pregnancy. Findings indicate that such disadvantaged backgrounds of Malaysian adolescent students lead to failure or underachievement in their academic performance. This narrative review scrutinises how some of these students are able to demonstrate academic resilience, which is satisfactory performance in cognitive or academic tasks in spite of their disadvantaged backgrounds. The review stresses the need for developing a caregiving relationship model for at-risk adolescent students in Malaysia. Such a model would allow educators to meet the students' needs for enhancing thinking skills, counteracting risk factors and demonstrating academic resilience. PMID:25663734

  6. The Relationship of Critical-Thinking Skills and the Clinical-Judgment Skills of Baccalaureate Nursing Students.

    Science.gov (United States)

    Bowles, Kathleen

    2000-01-01

    Nursing graduates (n=65) completed a critical thinking instrument and clinical decision-making scale. The critical thinking subscales of inference and inductive reasoning were positively correlated to clinical judgment. A significant relationship was found between critical thinking score and grade point average in nursing. (SK)

  7. A Teacher Action Research Study: Enhancing Student Critical Thinking Knowledge, Skills, Dispositions, Application and Transfer in a Higher Education Technology Course

    Science.gov (United States)

    Phelan, Jack Gordon

    2012-01-01

    This study examined the effects of a critical thinking instructional intervention in a higher education technology course with the purpose of determining the extent to which the intervention enhanced student critical thinking knowledge, skills, dispositions, application and transfer abilities. Historically, critical thinking has been considered…

  8. The revised critical thinking skills scale for a life-and-death course: preliminary scale refinement.

    Science.gov (United States)

    Hwang, Huei-Lih; Lin, Huey-Shyan; Wang, Hsiu-Hung

    2010-12-01

    Death education involves acquiring knowledge, changing behavior, and developing proper views of life in both the affective and the value domains. Critical thinking that is honed through reflecting on life-and-death issues represents a way to reach these goals. Designing assessments able to measure college student content and critical thinking skills related to life-and-death issues is thus important. The Test of Critical Thinking Skills for Life-And-Death content (TCTS-LD) instrument requires the administration of additional tests to assess reliability and validity for future use in the assessment of perceptions on life and death. The purpose of this study was to refine the TCTS-LD. A cross-sectional, descriptive design was used to recruit 715 college students in southern Taiwan. Three structured scales were administered in class to the participants. Data were collected in 2004 and 2006. Confirmatory factor analysis was applied to validate the structure of scales. Examination of the reliability of the three-factor and 15-item scale revealed a Kuder-Richardson coefficient of internal consistency of .54. The split-half reliability coefficients were .47 in the Spearman-Brown correlation and .40 in the intraclass correlation coefficient (ICC). The test-retest reliability coefficients (n = 22) were .58 in Pearson correlation and .56 in ICC. In addition to content validity verification by experts and face validity by students, the validity of this test was assessed using three methods, including (a) a comparable validity rating between this test and the TCTS-A (r = .34, p < .001; (b) a contrast-group technique with different responses to the instrument between those in education and nursing majors (t = 2.71, p < .01), with scores of 10.98 (SD = 2.42) and 9.82 (SD = 2.25), respectively; and (c) a confirmatory factor analysis confirming that TCTS-LD is related to the three dimensions of assumption, evaluation, and induction (χ = 81.800, p = .158, normed chi-square

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

    Science.gov (United States)

    Peerbolte, Stacy L; Collins, Matthew Lloyd

    2013-01-01

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

  10. A Comparison of the Use of Strategic Thinking Skills of Aspiring School Leaders in Hong Kong, Malaysia, Shanghai, and the United States: An Exploratory Study

    Science.gov (United States)

    Pisapia, John; Pang, Nicholas Sun-Keung; Hee, Tie Fatt; Lin, Ying; Morris, John D.

    2009-01-01

    Cognition is the way we use mental skills to acquire knowledge, manipulate ideas, and process new information and beliefs. The Strategic Thinking Questionnaire (STQ), which measures three such skills--systems thinking-reframing-reflection, was used to collect data from students preparing for school leadership roles at four universities in the…

  11. Do Critical Thinking Skills Lead to Success in Language Teaching? A Case of Iranian EFL Teachers Based on Their Gender and Degree of Education

    Directory of Open Access Journals (Sweden)

    Hamid Ashraf

    2017-07-01

    Full Text Available The present study attempted to discover whether there is a significant relationship between EFL teachers' critical thinking ability and their teaching success.To this end, 113 Iranian male and female English teachers were required to fill out Watson Glaser Critical Thinking Appraisal. Besides, their students were asked to answer the Characteristics of Successful EFL Teachers questionnaire. The statistical analysis of the data showed that there was a significant correlation between EFL teachers’ critical thinking skill and their teaching success. Besides, findings revealed that there was a significant difference between male and female teachers regarding their critical thinking skills, and that BA teachers differed from AS teachers with regard to critical thinking skills. More specifically, male BA teachers took the most advantages from critical thinking skills than others.

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

    Science.gov (United States)

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

    2017-01-01

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

  13. Changes in Critical Thinking Skills Following a Course on Science and Pseudoscience: A Quasi-Experimental Study

    Science.gov (United States)

    McLean, Carmen P.; Miller, Nathan A.

    2010-01-01

    We assessed changes in paranormal beliefs and general critical thinking skills among students (n = 23) enrolled in an experimental course designed to teach distinguishing science from pseudoscience and a comparison group of students (n = 30) in an advanced research methods course. On average, both courses were successful in reducing paranormal…

  14. Problem-Based Learning on Students' Critical Thinking Skills in Teaching Business Education in Malaysia: A Literature Review

    Science.gov (United States)

    Zabit, Mohd Nazir Md

    2010-01-01

    This review forms the background to explore and to gain empirical support among lecturers to improve the students' critical thinking skills in business education courses in Malaysia, in which the main teaching and learning methodology is Problem-Based Learning (PBL). The PBL educational approach is known to have maximum positive impacts in…

  15. Siegfried the Dragonslayer Meets the Web: Using Digital Media for Developing Historical Awareness and Advanced Language and Critical Thinking Skills

    Science.gov (United States)

    Rasmussen, Ann Marie

    2011-01-01

    This article describes an undergraduate, German-language course that aimed to improve students' language skills, critical thinking, and declarative knowledge of German history and culture by studying multiple manifestations of the legend of Siegfried the Dragonslayer. The course used web-based e-learning tools to address two major learning…

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

    Directory of Open Access Journals (Sweden)

    Roya Afrassiabi

    2014-09-01

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

  17. Developing Learning Model P3E to Improve Students’ Critical Thinking Skills of Islamic Senior High School

    Science.gov (United States)

    Bahtiar; Rahayu, Y. S.; Wasis

    2018-01-01

    This research aims to produce P3E learning model to improve students’ critical thinking skills. The developed model is named P3E, consisting of 4 (four) stages namely; organization, inquiry, presentation, and evaluation. This development research refers to the development stage by Kemp. The design of the wide scale try-out used pretest-posttest group design. The wide scale try-out was conducted in grade X of 2016/2017 academic year. The analysis of the results of this development research inludes three aspects, namely: validity, practicality, and effectiveness of the model developed. The research results showed; (1) the P3E learning model was valid, according to experts with an average value of 3.7; (2) The completion of the syntax of the learning model developed obtained 98.09% and 94.39% for two schools based on the assessment of the observers. This shows that the developed model is practical to be implemented; (3) the developed model is effective for improving students’ critical thinking skills, although the n-gain of the students’ critical thinking skills was 0.54 with moderate category. Based on the results of the research above, it can be concluded that the developed P3E learning model is suitable to be used to improve students’ critical thinking skills.

  18. The Influence of Tablet-Based Technology on the Development of Communication and Critical Thinking Skills: An Interdisciplinary Study

    Science.gov (United States)

    Bagdasarov, Zhanna; Luo, Yupeng; Wu, Wei

    2017-01-01

    The purpose of this interdisciplinary study was to explore the impacts of tablet technology in a college classroom on students' perceptions of their own learning. Students were asked about oral, written, and graphical communication and critical thinking skills. Mid-semester and end-of-semester surveys were administered to tablet-enabled classes…

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

    Science.gov (United States)

    Türk, Cumhur

    2016-01-01

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

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

    Science.gov (United States)

    Vidergor, Hava E.

    2018-01-01

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

  1. Putting It All Together: Incorporating "SoTL Practices" for Teaching Interpersonal and Critical Thinking Skills in an Online Course

    Science.gov (United States)

    Osborne, Randall E.; Kriese, Paul; Tobey, Heather; Johnson, Emily

    2009-01-01

    Views of critical thinking were culled from the literature and developed into a scholarship of teaching and learning (SoTL) model that was implemented into the Internet course, "The Politics and Psychology of Hatred." Assessment of student course postings demonstrated a strong relationship between interpersonal skills (referred to in the…

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

    Science.gov (United States)

    Palinussa, Anderson L.

    2013-01-01

    This paper presents the findings of a quasi-experimental with pre-test-post-test design and control group that aims to assess students' critical mathematical thinking skills and character through realistic mathematics education (RME) culture-based. Subjects of this study were 106 junior high school students from two low and medium schools level in…

  3. Happiness of Male Adolescents With Disabled Physical Mobility: Benefits of Mental Rehabilitation Based on Positive Thinking Skills Training

    Directory of Open Access Journals (Sweden)

    Mohammad Rostami

    2017-09-01

    Discussion: Positive thinking skills training can increase the happiness scores of adolescents with disabled physical mobility. Thus, we can say that method used in this study can be appropriate for psycho-educational interventions and counseling of physical mobility disabled male students. 

  4. Establishing Enabling Conditions to Develop Critical Thinking Skills: A Case of Innovative Curriculum Design in Environmental Science

    Science.gov (United States)

    Belluigi, Dina Zoe; Cundill, Georgina

    2017-01-01

    This paper considers a curriculum design motivated by a desire to explore more valid pedagogical approaches that foster critical thinking skills among students engaged in an Environmental Science course in South Africa, focussing specifically on the topic of Citizen Science. Fifty-three under graduate students were involved in the course, which…

  5. Students' Critical Thinking Skills in Chemistry Learning Using Local Culture-Based 7E Learning Cycle Model

    Science.gov (United States)

    Suardana, I. Nyoman; Redhana, I. Wayan; Sudiatmika, A. A. Istri Agung Rai; Selamat, I. Nyoman

    2018-01-01

    This research aimed at describing the effectiveness of the local culture-based 7E learning cycle model in improving students' critical thinking skills in chemistry learning. It was an experimental research with post-test only control group design. The population was the eleventh-grade students of senior high schools in Singaraja, Indonesia. The…

  6. DETERMINANTS OF THE ACCURACY OF NURSING DIAGNOSES : INFLUENCE OF READY KNOWLEDGE, KNOWLEDGE SOURCES, DISPOSITION TOWARD CRITICAL THINKING, AND REASONING SKILLS

    NARCIS (Netherlands)

    Paans, Wolter; Sermeus, Walter; Nieweg, Roos; Van der Schans, Cees

    2010-01-01

    The purpose of this study was to determine how knowledge sources, ready knowledge, and disposition toward critical thinking and reasoning skills influence the accuracy of student nurses' diagnoses. A randomized controlled trial was conducted to determine the influence of knowledge sources. We used

  7. Predictors of Improvement in Critical Thinking Skills among Nursing Students in an Online Graduate Nursing Research Course

    Science.gov (United States)

    Riccio, Patricia A.

    2015-01-01

    The purpose of this pilot study was to examine predictors of improvement in critical thinking skills among online graduate nursing students in a graduate nursing research course. Thirty-five students who had taken an online Nursing research course within the prior 12 months and who were currently enrolled in the online graduate Nursing program at…

  8. Determinants of the accuracy of nursing diagnoses : influence of ready knowledge, knowledge sources, disposition toward critical thinking, and reasoning skills

    NARCIS (Netherlands)

    Paans, Wolter; Sermeus, Walter; Nieweg, Roos; van der Schans, Cees

    2010-01-01

    The purpose of this study was to determine how knowledge sources, ready knowledge, and disposition toward critical thinking and reasoning skills influence the accuracy of student nurses' diagnoses. A randomized controlled trial was conducted to determine the influence of knowledge sources. We used

  9. The Effects of Using Concept Cartoons in Astronomy Subjects on Critical Thinking Skills among Seventh Grade Student

    Science.gov (United States)

    Demirci, Filiz; Özyürek, Cengiz

    2017-01-01

    The objective of this study is to research the effects of using concept cartoons in the "Solar System and Beyond" unit, which is included in seventh grade science lessons, on students' critical thinking skills. The study group consisted of 58 students, selected using an appropriate sampling method, who were students in a state secondary…

  10. Enhancing Critical Thinking Skills in First Year Environmental Management Students: A Tale of Curriculum Design, Application and Reflection

    Science.gov (United States)

    Whiley, Dona; Witt, Bradd; Colvin, R. M.; Sapiains Arrue, Rodolfo; Kotir, Julius

    2017-01-01

    This paper chronicles the experience of academic staff in developing a course to enhance the critical thinking skills of environmental management undergraduates. We outline our considerations and process for course development, discuss insights from course evaluations, and reflect on the challenges encountered. We believe these perspectives will…

  11. Exploring Factors of a Web-Based Seminar that Influence Hispanic Preservice Teachers' Critical Thinking and Problem-Solving Skills

    Science.gov (United States)

    Garcia, Criselda G.; Hooper, H. H., Jr.

    2011-01-01

    The purpose of the qualitative study using a phenomenological approach was to gain insight of preservice teachers' experiences with a WebCT seminar designed to develop critical thinking and problem-solving skills in a Hispanic-Serving Institution's teacher education program. By applying a "holistic approach" to analyze data, NVivo software was…

  12. Using computer simulation to improve high order thinking skills of physics teacher candidate students in Compton effect

    Science.gov (United States)

    Supurwoko; Cari; Sarwanto; Sukarmin; Fauzi, Ahmad; Faradilla, Lisa; Summa Dewi, Tiarasita

    2017-11-01

    The process of learning and teaching in Physics is often confronted with abstract concepts. It makes difficulty for students to understand and teachers to teach the concept. One of the materials that has an abstract concept is Compton Effect. The purpose of this research is to evaluate computer simulation model on Compton Effect material which is used to improve high thinking ability of Physics teacher candidate students. This research is a case study. The subject is students at physics educations who have attended Modern Physics lectures. Data were obtained through essay test for measuring students’ high-order thinking skills and quisioners for measuring students’ responses. The results obtained indicate that computer simulation model can be used to improve students’ high order thinking skill and can be used to improve students’ responses. With this result it is suggested that the audiences use the simulation media in learning

  13. Exploring students’ adaptive reasoning skills and van Hiele levels of geometric thinking: a case study in geometry

    Science.gov (United States)

    Rizki, H. T. N.; Frentika, D.; Wijaya, A.

    2018-03-01

    This study aims to explore junior high school students’ adaptive reasoning and the Van Hiele level of geometric thinking. The present study was a quasi-experiment with the non-equivalent control group design. The participants of the study were 34 seventh graders and 35 eighth graders in the experiment classes and 34 seventh graders and 34 eighth graders in the control classes. The students in the experiment classes learned geometry under the circumstances of a Knisley mathematical learning. The data were analyzed quantitatively by using inferential statistics. The results of data analysis show an improvement of adaptive reasoning skills both in the grade seven and grade eight. An improvement was also found for the Van Hiele level of geometric thinking. These results indicate the positive impact of Knisley learning model on students’ adaptive reasoning skills and Van Hiele level of geometric thinking.

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

    Directory of Open Access Journals (Sweden)

    Nava Nourdad

    2018-05-01

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

  15. Connecting Research to Teaching: The "MOST" Productive Student Mathematical Thinking

    Science.gov (United States)

    Stockero, Shari L.; Peterson, Blake E.; Leatham, Keith R.; Van Zoest, Laura R.

    2014-01-01

    Instruction that meaningfully incorporates students' mathematical thinking is widely valued within the mathematics education community (NCTM 2000; Sherin, Louis, and Mendez 2000; Stein et al. 2008). Although being responsive to student thinking is important, not all student thinking has the same potential to support mathematical learning.…

  16. Curricular Innovation in the Surgery Clerkship: Can Assessment Methods Influence Development of Critical Thinking and Clinical Skills?

    Science.gov (United States)

    McClintic, James A; Snyder, Clifford L; Brown, Kimberly M

    2018-03-12

    Although key clinical skills have been defined in the Core Entrustable Professional Activities, there is a need to improve medical school curricula with standardized training opportunities and assessments of these skills. Thus, we aimed to develop an innovative curriculum that emphasized critical thinking and clinical skills. We hypothesized that we would be able to observe measurable improvement on assessments of students' critical thinking and clinical skills after the implementation of the new curriculum. Prospective, Quasi-Experimental study with the use of historical controls. This study took place through the third-year surgical clerkship at the University of Texas Medical Branch at the Galveston, Houston, and Austin, Texas, locations. A total of 214 students taking the third-year surgical clerkship for the first time during the periods of interest were included. Although the students with traditional curriculum improved 9.5% on a short answer exam from preclerkship to postclerkship completion, the students with new curriculum improved by 40%. Students under the new curriculum performed significantly better on the Objective Structured Clinical Exam; however, their shelf scores were lower. Under this new curriculum and grading system, we demonstrated that students can be incentivized to improve critical thinking and clinical skills, but this needs to be balanced with knowledge-based incentives. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  17. Development of e-module combining science process skills and dynamics motion material to increasing critical thinking skills and improve student learning motivation senior high school

    Directory of Open Access Journals (Sweden)

    Fengky Adie Perdana

    2017-02-01

    Full Text Available Learning media is one of the most components in the teaching and learning process. This research was conducted to design and develop the electronic modules combining science process skills and dynamics motion content for increasing critical thinking skills and improve student learning motivation for senior high school. The Methods used in this research is Research and Development (R&D. Model research and development using a research 4D Thiagarajan model. Physics module was developed using science process skills approach: observing, formulating the problem, formulating a hypothesis, identify variables, conduct experiments, analyse the data, summarise and communicate. The results showed that: 1 the electronics module has been developed by integrating the science process skills for enhancing critical thinking skills and student motivation. 2 Electronic Module Physics-based science process skills meet the criteria very well, judging from the results of validation content, validation media, validation of peer education and practitioners, with an average value of 3.80 is greater than the minimum eligibility 3.78. 3 effectiveness the modules of science process skills got N-gain value obtained from a large trial in grade samples of 0.67 and 0.59 in the control group were categorised as moderate. 4 Implementation of electronic modules Physics-based science process skills is considered an effective to enhance the students' motivation. Statistical analysis showed a significance value of 0.027 is lower than the significance level α = 0.05, this means that there are significant differences between learning motivation grade sample and the control class. As a result of analysis data obtained from the research, it was seen that the students' motivation that uses Physics module based science process skills better than conventional learning.

  18. Fostering critical thinking and collaborative learning skills among medical students through a research protocol writing activity in the curriculum.

    Science.gov (United States)

    Sahoo, Soumendra; Mohammed, Ciraj Ali

    2018-06-01

    This intervention was aimed to analyse the effect of academic writing and journal critiquing as educational approaches in improving critical thinking and collaborative learning among undergraduate medical students. A research proposal writing format was created for the 4th year medical students of Melaka Manipal Medical College, Malaysia during their ophthalmology clinical postings. The students worked in small groups and developed research protocols through an evidence based approach. This was followed by writing reflective summaries in academic portfolios about the activity undertaken. A mixed methods study was designed to explore the possible role of collaborative research proposal writing in enhancing critical thinking and collaborative learning. Analysis of reflections submitted by 188 medical students after the intervention indicate that majority of them found an improvement in their skills of critical thinking and collaborative learning as a result of research protocol writing. All participants agreed that the model helped in applying concepts to new situations in the form of designing their own study, which reflected in enhanced higher order cognitive skills. This study shows that the introduction of a structured module in the core medical curriculum that focuses on research writing skills embedded with collaborative and reflective practices can enhance collaborative learning, critical thinking, and reasoning among medical students.

  19. Fostering critical thinking and collaborative learning skills among medical students through a research protocol writing activity in the curriculum

    Directory of Open Access Journals (Sweden)

    Soumendra Sahoo

    2018-06-01

    Full Text Available Purpose This intervention was aimed to analyse the effect of academic writing and journal critiquing as educational approaches in improving critical thinking and collaborative learning among undergraduate medical students. Methods A research proposal writing format was created for the 4th year medical students of Melaka Manipal Medical College, Malaysia during their ophthalmology clinical postings. The students worked in small groups and developed research protocols through an evidence based approach. This was followed by writing reflective summaries in academic portfolios about the activity undertaken.A mixed methods study was designed to explore the possible role of collaborative research proposal writing in enhancing critical thinking and collaborative learning. Results Analysis of reflections submitted by 188 medical students after the intervention indicate that majority of them found an improvement in their skills of critical thinking and collaborative learning as a result of research protocol writing. All participants agreed that the model helped in applying concepts to new situations in the form of designing their own study, which reflected in enhanced higher order cognitive skills. Conclusion This study shows that the introduction of a structured module in the core medical curriculum that focuses on research writing skills embedded with collaborative and reflective practices can enhance collaborative learning, critical thinking, and reasoning among medical students.

  20. A systematic review comparing open-book and closed-book examinations: Evaluating effects on development of critical thinking skills.

    Science.gov (United States)

    Johanns, Beth; Dinkens, Amber; Moore, Jill

    2017-11-01

    The advantages of using traditional closed-book examinations are closely compared to the advantages of using open-book examinations for the development of critical thinking skills in nursing students. The use of critical thinking skills is vital among nurses to assess patient needs and modify standard approaches to individualize care for better patient outcomes. The following areas are compared and contrasted for both closed-book and open-book examinations: examination preparation, rote memorization versus active learning, intellectual engagement, simulation of working environment, higher order thinking skills, anxiety reduction and student satisfaction. During investigation of closed-book examinations and open-book examinations, the use of collaborative testing was unveiled. Collaborative testing combines areas from both closed-book and open-book examinations. Based on the systematic review of literature, the recommendation is to use a mixed method of examination types throughout the course of the nursing program. Each type of examination helps develop different skill sets in the nursing student. Copyright © 2017 Elsevier Ltd. All rights reserved.

  1. Identification of Relationships between Emotional Intelligence Skill & Critical Thinking Disposition in Undergraduate Leadership Students

    Science.gov (United States)

    Stedman, Nicole L. P.; Andenoro, Anthony C.

    2007-01-01

    Engaging students emotionally is the key to strengthening their dispositions toward critical thinking. Elder (1997) contends that it is critical thinking which leads us to a rational and reasonable emotional life. The link between thinking and emotions is essential in leadership education. With this in mind, the researchers sought to examine the…

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

    Directory of Open Access Journals (Sweden)

    Nor’ain Mohd. Tajudin

    2016-08-01

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

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

    Directory of Open Access Journals (Sweden)

    Saksit Seeluangpetch

    2016-12-01

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

  4. [Using ecology thinking reconstructing traditional agronomy: role of production ecology].

    Science.gov (United States)

    Wang, Song-Liang

    2012-08-01

    Traditional agronomy, as a discipline or specialty, is originated from the reductionism thinking of neoteric experimental sciences and motivated by the great success of industrialized revolution, but loses the ensemble grasp of the relationships between agricultural organisms and their resources and environment, i.e., agroecosystem mechanism. Moreover, due to the excessively relying on exogenous fossil energy input and the monoculture with a few highly productive crop cultivars, the agricultural interior sustainability has unceasingly lost, making our mankind facing the double crises of grain security and food safety. Therefore, it is imperative to reconstruct the traditional agronomy and its educational system. In this paper, the author proposed to link traditional agronomy with ecology, establishing agroecology as the core subject and agroecosystem management as the core applied system, and in particular, establishing 'production ecology' to fill up the wide gap between the crop cultivation and farming system and the crop genetics and breeding, the two second grade disciplines under agronomy. Ideologically and methodologically, this proposal could provide disciplinary, scientific, and educational bases to authentically implement the strategy of sustainable development of agriculture.

  5. A logical and structural thinking development tool (LST to enhance fundamental problem-solving skills of learners of information technology

    Directory of Open Access Journals (Sweden)

    Annelie Jordaan

    2005-05-01

    Full Text Available The role of information technology in modern education has increased significantly over the past two decades [14]. The opportunity to develop an interactive software system with the aim of enhancing fundamental problem-solving skills of learners enrolled for the Computer Science, Information Technology and Mathematics programs at tertiary institutions is possible with object-oriented programming techniques and multi-dimensional graphic design. The definition of fundamental problem-solving skills includes cognitive functional skills such as logical thinking, conceptualism with prior knowledge, relationship forming and objective analysis. Experiments done for this research indicate that given the right educational tools, cognitive functional skills of learners can be stimulated, developed and enhanced. This, in turn, may lead to an increase in the graduation rates of learners enrolled for the Computer Science, Information Technology and Mathematics program and ultimately contribute to the reshaping of the educational experience.

  6. A study of the development of critical thinking skills using an innovative web 2.0 tool.

    Science.gov (United States)

    Eales-Reynolds, Lesley-Jane; Gillham, David; Grech, Carol; Clarke, Colin; Cornell, Jacqueline

    2012-10-01

    Healthcare educators face numerous challenges including technological change, information overload, and the need to maintain clinical expertise and research knowledge across multiple specialities. Students also need to develop their capacity for critical thinking, using and discriminating between diverse sources of knowledge in order to advance their own practice. To investigate student perceptions of the affordances of a novel web 2.0-based tool--the Web Resource Appraisal Process (WRAP), designed to support the development of critical thinking skills, and to identify how student's understanding of critical thinking and their use of web 2.0 resources might inform the cross-disciplinary development of the WRAP. A two phase, action research study of student perceptions of the WRAP and their ability to source and identify valid information sources. Implemented at the University of South Australia, development of the WRAP is an international project with the University of Westminster, UK. Students from international locations participated in the project. A mixed methods approach was adopted involving a two phase action research study. In phase one, student perceptions of the WRAP were obtained using a modified course feedback questionnaire. This informed the development of a subsequent questionnaire used to survey student perceptions of their usage of online resources, the ease of access of such resources and their approaches to determining their validity. Results suggest that students mainly use traditional resources when preparing work for assessment and they either do not understand the concept of, or do not exercise, critical thinking skills in such activities. However, the feedback from students using the WRAP, demonstrated that they found it instructive and useful. To ensure that practice developments are based on authoritative evidence, students need to develop critical thinking skills which may be facilitated by tools such as the WRAP. Crown Copyright © 2012

  7. Investigation of reliability, validity and normality Persian version of the California Critical Thinking Skills Test; Form B (CCTST

    Directory of Open Access Journals (Sweden)

    Khallli H

    2003-04-01

    Full Text Available Background: To evaluate the effectiveness of the present educational programs in terms of students' achieving problem solving, decision making and critical thinking skills, reliable, valid and standard instrument are needed. Purposes: To Investigate the Reliability, validity and Norm of CCTST Form.B .The California Critical Thinking Skills Test contain 34 multi-choice questions with a correct answer in the jive Critical Thinking (CT cognitive skills domain. Methods: The translated CCTST Form.B were given t0405 BSN nursing students ojNursing Faculties located in Tehran (Tehran, Iran and Shahid Beheshti Universitiesthat were selected in the through random sampling. In order to determine the face and content validity the test was translated and edited by Persian and English language professor and researchers. it was also confirmed by judgments of a panel of medical education experts and psychology professor's. CCTST reliability was determined with internal consistency and use of KR-20. The construct validity of the test was investigated with factor analysis and internal consistency and group difference. Results: The test coefficien for reliablity was 0.62. Factor Analysis indicated that CCTST has been formed from 5 factor (element namely: Analysis, Evaluation, lriference, Inductive and Deductive Reasoning. Internal consistency method shows that All subscales have been high and positive correlation with total test score. Group difference method between nursing and philosophy students (n=50 indicated that there is meaningfUl difference between nursing and philosophy students scores (t=-4.95,p=0.OOO1. Scores percentile norm also show that percentile offifty scores related to 11 raw score and 95, 5 percentiles are related to 17 and 6 raw score ordinary. Conclusions: The Results revealed that the questions test is sufficiently reliable as a research tool, and all subscales measure a single construct (Critical Thinking and are able to distinguished the

  8. The Effects of Development Team Skill on Software Product Quality

    Science.gov (United States)

    Beaver, Justin M.; Schiavone, Guy A.

    2006-01-01

    This paper provides an analysis of the effect of the skill/experience of the software development team on the quality of the final software product. A method for the assessment of software development team skill and experience is proposed, and was derived from a workforce management tool currently in use by the National Aeronautics and Space Administration. Using data from 26 smallscale software development projects, the team skill measures are correlated to 5 software product quality metrics from the ISO/IEC 9126 Software Engineering Product Quality standard. in the analysis of the results, development team skill is found to be a significant factor in the adequacy of the design and implementation. In addition, the results imply that inexperienced software developers are tasked with responsibilities ill-suited to their skill level, and thus have a significant adverse effect on the quality of the software product. Keywords: software quality, development skill, software metrics

  9. THE PHYSICAL LABORATORY ACTIVITIES WITH PROBLEM SOLVING APPROACH TO INCREASE CRITICAL THINKING SKILL AND UNDERSTANDING STUDENT CONCEPT

    Directory of Open Access Journals (Sweden)

    Eli Trisnowati

    2017-10-01

    Full Text Available This study aims to investigate the description of the improvement of students’ critical thinking skills and the concept understanding by implementing the problem-solving approach. This study was in laboratory activities. This study was done in four times meeting. The try out subjects was 31 students of grades X of MAN Yogyakarta III. This research is using the quasi experimental method with the pretest-posttest design. The data were collected by using multiple choices tests with assessment rubric and observation sheets. The data are analyzed by using multivariate analysis. Based on the result, the gain standard value of students’ conceptual understanding and students’ critical thinking skills for grade X who learned through student’s worksheet with a problem-solving approach, called treatment class, are higher than students who learned without student’s worksheet with a problem-solving approach, called control class.

  10. The Effect of Search, Solve, Create, And Share (SSCS Learning Model towards Student’s Critical Thinking Skills

    Directory of Open Access Journals (Sweden)

    Burhanudin Milama

    2017-11-01

    Full Text Available The aim of this study is determine the effect of search, solve, create, and share (SSCS learning model on critical thinking skills of hydrocarbons and petroleum material. The method used in this study was quasi experimental design, with research design nonequivalent control group design. The sample was taken by purposive sampling and divided into two groups consist of control group and experimental group. The data gathering techniques in this study was through 8 items of essay test instrument which is analyzed by using t-test. The results of t-test data showed that tcount ttable or 16.36 1.980 at significance level 5%, value tcount lies in the region reject H0 and accept Ha. The result shows that there are significant search, solve, create, and share (SSCS learning model on student’s critical thinking skills.

  11. 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

  12. The efficacy of the enhanced Aussie Optimism Positive Thinking Skills Program in improving social and emotional learning in middle childhood

    OpenAIRE

    Myles-Pallister, Jacqueline D.; Hassan, Sharinaz; Rooney, Rosanna M.; Kane, Robert T.

    2014-01-01

    The aim of the current study was to investigate the effects of the modified and enhanced Aussie Optimism Positive Thinking Skills Program (AO-PTS) on Year 4 and 5 children's social and emotional learning (SEL) skills. AO-PTS is a universal-school based program that is implemented by class teachers as part of regular school curricula and was developed for the prevention of depression and anxiety. The study comprised a total of 683 Year 4 and 5 students from 10 private primary schools in Wester...

  13. Systems Thinking as a Major Skill of Business Students – A New Teaching Concept at the University of Zurich, Switzerland

    Directory of Open Access Journals (Sweden)

    Verena Adam

    2004-12-01

    Full Text Available In our world of growing complexity, linear thinking and the belief that the whole is only the sum of its parts are evidently obsolete. Systems thinking, which promotes a holistic view of reality, is a situation-adequate handling of complex systems, and is therefore one of the most important skills of future executives in the business world. A new teaching concept was introduced one year ago by the Faculty of Business Administration at the University of Zurich, Switzerland. This concept was designed to help the students to develop abilities in thinking in models, operating complex systems and handling dynamic, non-linear situations. By use of a computer-simulated game the business students should gain knowledge about systemic realities and improve their complex-problem-solving skills. In the semester when the newly designed lecture started, the highly motivated class became aware of the problems in dealing with complexity. Documenting any significant improvements in our students' performance in playing the game was not possible, but we observed a change in their behaviour and ways of thinking in situations of complex problem-solving. Some necessary changes and adjustments in the teaching concept were made and the next class will be investigated in autumn 2003.

  14. The effectiveness of mental rehabilitation based on positive thinking skills training on increasing happiness in hearing impaired adolescents

    Directory of Open Access Journals (Sweden)

    Mohammad Rostami

    2014-08-01

    Full Text Available Background and Aim: Hearing impairment can have an impact on adolescents’ quality of life and can lead to their isolation and depression. The main purpose of this research was to study the effectiveness of a mental rehabilitation program based on positive thinking skills training on increasing happiness in a group of hearing impaired girls and boys.Methods: In this experimental study, pre- and post-test plan with a control group was used. All of the hearing impaired students (girls and boys in all high schools of southern parts of Tehran, Iran, in year 2012-13 were our statistical research community. 48 hearing impaired girls and boys were selected by multistage sampling including stratified, purposive, and random sampling. They were randomly divided into two groups of experimental and control. Each group consists of 12 boys and 12 girls. Positive thinking skills were trained to experimental groups during eight 45-minutes sessions, twice a week. We used the Oxford happiness questionnaire to assess the level of happiness.Results: Using analysis of covariance showed that positive thinking skills training had meaningful and positive effect on increasing happiness of hearing impaired boys and girls in the experimental groups (p<0.01. Also, the mean happiness scores of boys and girls were meaningfully different (p<0.01.Conclusion: Positive thinking skills training increases the happiness scores of hearing impaired adolescents. So, the approach taken in this study can be considered as an appropriate method for psychological-education interventions, counseling and treatment in hearing impaired adolescent.

  15. Methods Used for Teaching Psychomotor Skills in Crop Production.

    Science.gov (United States)

    Osborne, Edward W.

    1988-01-01

    The purpose of this study was to determine the degree of psychomotor skill instruction in crop production provided by agricultural production teachers in Illinois and the methods used for this teaching. Responses from 79 of 100 teachers indicated that most do not have students observe or practice a procedure for skill improvement. More experienced…

  16. Are Skill Requirements Rising? Evidence from Production and Clerical Jobs.

    Science.gov (United States)

    Cappelli, Peter

    1993-01-01

    Examination of production jobs in 93 manufacturing firms (1978-86) and clerical jobs in 211 firms (1978-88) suggests (1) significant upskilling within most production jobs; (2) in clerical jobs, an even split between raised and lowered skill levels; and (3) decreasing skill levels associated with office automation. (SK)

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

    Science.gov (United States)

    Naber, Jessica; Wyatt, Tami H

    2014-01-01

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

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

    Science.gov (United States)

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

    2012-03-01

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

  19. A Phenomenological Examination of Perceived Skills and Concepts Necessary for Teaching Scientific Thinking

    Science.gov (United States)

    Kapetanis, Ana Cristina

    The use of high stakes testing to improve educational outcomes falls short in many settings. Proposals for improvement include providing more opportunities for students to extend their thinking, gaining experience in the social nature of science, and learning how to interpret, explain, and justify results. This phenomenological qualitative project study took place in a small independent school in the southeastern United States that lacked a cohesive elementary science program and was looking to create a vertically aligned science curriculum based on constructivism. The research question asked what skills and concepts teachers believed should be included in an elementary science program in order for students to learn scientific inquiry to be better prepared for middle and upper school science subjects. Using focus groups, observations, and interviews of a small sample of 4 teachers, data were collected, transcribed, and categorized through open coding. Inductive analysis was employed to look for patterns and emerging themes that painted a picture of how teachers viewed the current science program and what attributes they felt were important in the creation of a new curriculum. The findings revealed that teachers felt there was lack of a vertically aligned science curriculum, availability of resources throughout the school, and consistent support to provide an effective science program. The recommendations called for developing an elementary science program that includes all strands proposed by the National Science Education Standards and would provide students with opportunities to engage in scientific inquiry, conduct detailed observations, and learn to support conclusions using data. The implications for positive social change include development of programs that result in integrated science learning.

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

    Directory of Open Access Journals (Sweden)

    Okta Ika Rahmawati

    2017-02-01

    Abstrak: artikel ini berisi tentang penelitian tindakan kelas pada pembelajaran menulis dengan menerapkan teknik Think-Pair-Share di SMAN 1 Bojonegoro. Think-Pair-Share adalaha salah satu teknik pembelajaran kooperatif. Teknik ini mendorong siswa untuk aktif berpartisipasi dalam proses belajar karena mereka harus berdiskusi tantang materi yang sedang diajarkan dengan temannya. Subjek penelitian ini adalah siswa kelas sepuluh SMAN 1 Bojonegoro. hasil penelitian menunjukkan bahwa penerapan Think-Pair-Share pada pengajaran menulis narrative text dapat meningkatkan kemampuan menulis siswa kelas sepuluh. Kata Kunci: peningkatan, think-pair-share, kemampuan menulis

  1. Concept mapping in a critical care orientation program: a pilot study to develop critical thinking and decision-making skills in novice nurses.

    Science.gov (United States)

    Wahl, Stacy E; Thompson, Anita M

    2013-10-01

    Newly graduated registered nurses who were hired into a critical care intensive care unit showed a lack of critical thinking skills to inform their clinical decision-making abilities. This study evaluated the effectiveness of concept mapping as a teaching tool to improve critical thinking and clinical decision-making skills in novice nurses. A self-evaluation tool was administered before and after the learning intervention. The 25-item tool measured five key indicators of the development of critical thinking skills: problem recognition, clinical decision-making, prioritization, clinical implementation, and reflection. Statistically significant improvements were seen in 10 items encompassing all five indicators. Concept maps are an effective tool for educators to use in assisting novice nurses to develop their critical thinking and clinical decision-making skills. Copyright 2013, SLACK Incorporated.

  2. Early Identification of Transformation in the Proficiency Level of Critical Thinking Skills (CTS) for the First Semester Associate Degree Nursing (ADN) Student

    Science.gov (United States)

    Swing, Velmarie K.

    2014-01-01

    Critical thinking (CT) in the new nursing graduate continues to be a topic of concern in the academic and acute care settings. While research studies have analyzed critical thinking skills (CTS) at the beginning and end of nursing programs, few have focused on early program evaluation of CT. In this non-experimental, explanatory, quantitative…

  3. Critical Thinking Skills of Nursing Students in Lecture-Based Teaching and Case-Based Learning

    Science.gov (United States)

    Kaddoura, Mahmoud A.

    2011-01-01

    In today's technologically advanced healthcare world, nursing students should be active learners and think critically to provide safe patient care. A strategy that promotes students' active learning is case-based learning (CBL). The purpose of this study was to examine critical thinking (CT) abilities of nursing students from two different…

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

    Science.gov (United States)

    Carson-Davis, Shirley

    2012-01-01

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

  5. EFFECT OF PROBLEM BASED LEARNING AND MODEL CRITICAL THINKING ABILITY TO PROBLEM SOLVING SKILLS

    Directory of Open Access Journals (Sweden)

    Unita S. Zuliani Nasution

    2016-12-01

    Full Text Available The purposes of this research were to analyze the different between physic resolving problem ability by using problem based learning model and direct instruction model, the different of physic resolving problem ability between the students that have critical thinking ability upper the average and the students that have critical thinking ability under the average, and the interaction of problem based learning model toward critical thinking ability and students’ physic resolving problem ability. This research was quasy experimental research that use critical thinking ability tests and physic resolving problem ability tests as the instruments. Result of the research showed that the students’ physic resolving problem ability by using problem based learning model was better than by using direct instruction model, students’ physic resolving problem ability and critical thinking ability upper the average showed better different and result than students’ critical thinking ability under the average, besides there was an interaction between problem based learning model and critical thinking ability in improving students’ physic resolving problem ability.

  6. The Australian Skills Agenda: Productivity versus Credentialism?

    Science.gov (United States)

    Ashenden, Dean

    1992-01-01

    Discusses the rise of the concept of improved skills recognition in Australian industry. Highlights include the role of industrial relations; the Australian vocational education and training system; recognition, industrial relations, and workplace change; career and training paths; credentials; and future prospects. (10 references) (LRW)

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

    Directory of Open Access Journals (Sweden)

    Kiaei

    2016-02-01

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

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

    Science.gov (United States)

    Andriani, Ade; Dewi, Izwita; Halomoan, Budi

    2018-03-01

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

  9. Influence of Problem Based Learning on Critical Thinking Skills and Competence Class VIII SMPN 1 Gunuang Omeh, 2016/2017

    Science.gov (United States)

    Aswan, D. M.; Lufri, L.; Sumarmin, R.

    2018-04-01

    This research intends to determine the effect of Problem Based Learning models on students' critical thinking skills and competences. This study was a quasi-experimental research. The population of the study was the students of class VIII SMPN 1 Subdistrict Gunuang Omeh. Random sample selection is done by randomizing the class. Sample class that was chosen VIII3 as an experimental class given that treatment study based on problems and class VIII1 as control class that treatment usually given study. Instrument that used to consist of critical thinking test, cognitive tests, observation sheet of affective and psychomotor. Independent t-test and Mann Whitney U test was used for the analysis. Results showed that there was significant difference (sig competences.

  10. The influence of project-based learning on the student conception about kinematics and critical thinking skills

    Science.gov (United States)

    Handhika, J.; Cari, C.; Sunarno, W.; Suparmi, A.; Kurniadi, E.

    2018-05-01

    This research revealed the influence of project-based learning (PjBL) to increasing the level of the conception. The research method used the pre-experimental design with one group pre-test post-test. PjBL applied to students of physics education program of IKIP PGRI Madiun (23 Students). The test used to determine the level of conception is multiple choice tests and index of certainty. Activities on PjBL described. Obtained that the PjBL model can increase the level of conception and Critical thinking skills with the average normalized gain 0.49 and 0.57 (Medium category). It can be concluded that the PjBL could improve the level of conception and critical thinking ability of the students. Implementation of each model phase following learning objectives and needs analysis is the key to improve both.

  11. Hard Thinking on Soft Skills. Evidence Speaks Reports, Vol 1, #14

    Science.gov (United States)

    Whitehurst, Grover J.

    2016-01-01

    The nation's PK-12 education ecosystem is poised to embrace programs intended to enhance soft skills. Soft skills are generally defined by exclusion as personal qualities other than the formal knowledge transmitted by schools that affect student adjustment, i.e., the effort that students put into their work and their social skills. Such soft…

  12. Improving Students Soft Skills Using Thinking Process Profile Based on Personality Types

    Science.gov (United States)

    Sunarto, M. J. Dewiyani

    2015-01-01

    The challenge in education field these days rises as the cause of society's expectation for higher education. This increasingly complex expectation demands that higher education prepares the students to gain integrity. Higher education provides not only hard skills for the student, but also soft skills. By observing the hard skills side, in the…

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

    Science.gov (United States)

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

    2018-05-01

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

  14. Effect of Learning Think-Pair-Share Think through the combined pattern Empowerment Question on Metacognitive Skills, Creative Thinking, Understanding Concepts IPA and retention as well as Social Attitudes Students

    Directory of Open Access Journals (Sweden)

    Maryanti Ekoningtyas

    2014-06-01

    Full Text Available Pengaruh Pembelajaran Think-Pair-Share dipadu Pola Pemberdayaan Berpikir melalui Pertanyaan terhadap Keterampilan Metakognitif, Berpikir Kreatif, Pemahaman Konsep IPA dan Retensinya serta Sikap Sosial Siswa Abstract: cooperative learning is a teaching strategy to raise awareness of student thinking, solve problems together by integrating and applying skills and knowledge, empowering metacognitive learning development, a means to teach social skills students need to live and work together. This study aims to determine the effect pattern combined PBMP TPS learning strategy against metacognitive skills, creative thinking skills, understanding of concepts, understanding of the concept of retention, and social attitudes of students. This study used a quasi-experimental approach (quasi experimental to design non-equivalent pretest-posttest control group design. Analysis of data normality test and homogeneity test, and analysis of covariance (ANCOVA. The study population is class VIII SMPN 1 Pasuruan learning year 2012/2013. Samples were selected at random to determine the experimental class and control class. Results of the study are: (1 no influence on the strategy of metacognitive skills, creative thinking skills, understanding of concepts, and social attitudes among the students who were given a learning strategy with the given TPS PBMP multistrategi learning, (2 there is an influence on the retention of understanding of the concept among students TPS given PBMP learning strategy with a given learning multistrategi. The increase occurred in the class and the class multistrategi PBMP TPS. Key Words: TPS, PBMP, metacognitive skills, creative thinking, understanding of concepts, understanding of the concept of retention, social attitudes Abstrak: Strategi pembelajaran kooperatif merupakan pembelajaran untuk menumbuhkan kesadaran berpikir siswa, menyelesaikan masalah secara bersama dengan mengintegrasikan serta mengaplikasikan kemampuan dan pengetahuan

  15. Knowledge and critical thinking skills increase clinical reasoning ability in urogenital disorders: a Universitas Sriwijaya Medical Faculty experience

    Directory of Open Access Journals (Sweden)

    Irfannuddin Irfannuddin

    2009-03-01

    Full Text Available Aim Clinical reasoning is one of the essential competencies for medical practitioners, so that it must be exercised by medical students. Studies on quantitative evidence of factors influencing clinical reasoning abilicy of students are limited. The aim of this study was to determine the influence of knowledge and other factors on the clinical reasoning abiliry ofthe students, which can serve as reference to establish methods for learning ctinical reasoning.Methods This is a cross-sectional study on fourth semester students enrolled in the Competency-based Curriculum of the Medical Faculty, University of Sriwijaya. Data on clinical reasoning abilily and risk factors during urogenital blockwere collected inApril 2008, when the students have just completed the btock. Clinical reasoning abiliry was tested using the Script Concordance test and the risk factors were evaluated based on formative tests, block summative assessments, and student characteristics. Data were analyzed by Cox regression.Results The prevalence of low clinical reasoning ability of the 132 students was 38.6%. The group with low basic knowledge was found to have 63% risk ol low clinical reasoning abiliry when compared to those with high basic knowledge (adjusted RR = 1.63; 95% conidence intewal (Ct: 1.10 -2.42. When compared to students with high critical thinking skitls, those with lory critical thinking skills had 2.3 time to be low clinical reasoning abitity (adjusted RR : 2.30; 95% CI: 1.55 - 3.41.Conclusion Students with low critical thinking skills or with inadequate knowledge had a higher risk of low clinical reasoning ability. (Med J Indones 2009; 18: 53-9Keywords: clinical reasoning, basic knowledge, critical thinking, competency-based curriculum

  16. Project- Based Learning and Problem-Based Learning: Are They Effective to Improve Student's Thinking Skills?

    OpenAIRE

    Anazifa, R. D; Djukri, D

    2017-01-01

    The study aims at finding (1) the effect of project-based learning and problem-based learning on student's creativity and critical thinking and (2) the difference effect of project-based learning and problem-based learning on student's creativity and critical thinking. This study is quasi experiment using non-equivalent control-group design. Research population of this study was all classes in eleventh grade of mathematics and natural science program of SMA N 1 Temanggung. The participants we...

  17. Creativity and cognitive skills among millenials: Thinking too much and creating too little

    Directory of Open Access Journals (Sweden)

    Brice Corgnet

    2016-10-01

    Full Text Available Organizations crucially need the creative talent of millennials but are reluctant to hire them because of their supposed lack of diligence. Recent studies have shown that hiring diligent millennials requires selecting those who score high on the Cognitive Reflection Test (CRT and thus rely on effortful thinking rather than intuition. A central question is to assess whether the push for recruiting diligent millennials using criteria such as cognitive reflection can ultimately hamper the recruitment of creative workers. To answer this question, we study the relationship between millennials’ creativity and their performance on fluid intelligence (Raven and cognitive reflection (CRT tests. The good news for recruiters is that we report, in line with previous research, evidence of a positive relationship of fluid intelligence, and to a lesser extent cognitive reflection, with convergent creative thinking. In addition, we observe a positive effect of fluid intelligence on originality and elaboration measures of divergent creative thinking. The bad news for recruiters is the inverted U-shape relationship between cognitive reflection and fluency and flexibility measures of divergent creative thinking. This suggests that thinking too much may hinder important dimensions of creative thinking. Diligent and creative workers may thus be a rare find.

  18. Creativity and Cognitive Skills among Millennials: Thinking Too Much and Creating Too Little.

    Science.gov (United States)

    Corgnet, Brice; Espín, Antonio M; Hernán-González, Roberto

    2016-01-01

    Organizations crucially need the creative talent of millennials but are reluctant to hire them because of their supposed lack of diligence. Recent studies have shown that hiring diligent millennials requires selecting those who score high on the Cognitive Reflection Test (CRT) and thus rely on effortful thinking rather than intuition. A central question is to assess whether the push for recruiting diligent millennials using criteria such as cognitive reflection can ultimately hamper the recruitment of creative workers. To answer this question, we study the relationship between millennials' creativity and their performance on fluid intelligence (Raven) and cognitive reflection (CRT) tests. The good news for recruiters is that we report, in line with previous research, evidence of a positive relationship of fluid intelligence, and to a lesser extent cognitive reflection, with convergent creative thinking . In addition, we observe a positive effect of fluid intelligence on originality and elaboration measures of divergent creative thinking . The bad news for recruiters is the inverted U-shape relationship between cognitive reflection and fluency and flexibility measures of divergent creative thinking . This suggests that thinking too much may hinder important dimensions of creative thinking. Diligent and creative workers may thus be a rare find.

  19. Creativity and Cognitive Skills among Millennials: Thinking Too Much and Creating Too Little

    Science.gov (United States)

    Corgnet, Brice; Espín, Antonio M.; Hernán-González, Roberto

    2016-01-01

    Organizations crucially need the creative talent of millennials but are reluctant to hire them because of their supposed lack of diligence. Recent studies have shown that hiring diligent millennials requires selecting those who score high on the Cognitive Reflection Test (CRT) and thus rely on effortful thinking rather than intuition. A central question is to assess whether the push for recruiting diligent millennials using criteria such as cognitive reflection can ultimately hamper the recruitment of creative workers. To answer this question, we study the relationship between millennials' creativity and their performance on fluid intelligence (Raven) and cognitive reflection (CRT) tests. The good news for recruiters is that we report, in line with previous research, evidence of a positive relationship of fluid intelligence, and to a lesser extent cognitive reflection, with convergent creative thinking. In addition, we observe a positive effect of fluid intelligence on originality and elaboration measures of divergent creative thinking. The bad news for recruiters is the inverted U-shape relationship between cognitive reflection and fluency and flexibility measures of divergent creative thinking. This suggests that thinking too much may hinder important dimensions of creative thinking. Diligent and creative workers may thus be a rare find. PMID:27826268

  20. 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.

  1. Life skills, mathematical reasoning and critical thinking: a curriculum for the prevention of problem gambling.

    Science.gov (United States)

    Turner, Nigel E; Macdonald, John; Somerset, Matthew

    2008-09-01

    Previous studies have shown that youth are two to three times more likely than adults to report gambling related problems. This paper reports on the development and pilot evaluation of a school-based problem gambling prevention curriculum. The prevention program focused on problem gambling awareness and self-monitoring skills, coping skills, and knowledge of the nature of random events. The results of a controlled experiment evaluating the students learning from the program are reported. We found significant improvement in the students' knowledge of random events, knowledge of problem gambling awareness and self-monitoring, and knowledge of coping skills. The results suggest that knowledge based material on random events, problem gambling awareness and self-monitoring skills, and coping skills can be taught. Future development of the curriculum will focus on content to expand the students' coping skill options.

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

    Directory of Open Access Journals (Sweden)

    Anderson L. Palinussa

    2013-01-01

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

  3. STUDENTS POSITIVE RESPONSE THROUGH THINK PAIR SHARE STRATEGY ON ENGLISH SPEAKING SKILLS

    Directory of Open Access Journals (Sweden)

    Iin Baroroh Ma’arif

    2017-12-01

    Full Text Available Harmonious communication has an important role in teaching and learning process, especially in encouraging the success of teaching and learning process in the classroom. This research was conducted to know the student's response to the implementation of Think Pair Share strategy in Speaking course. This strategy emphasizes how students are more active in communicating using English in the classroom. The purpose of this research is 1 how the implementation of Think Pair Share strategy in class; 2 how students respond to the Think Pair Share strategy in the classroom; The design of this study is descriptive-qualitative to answer these questions. In this study, researchers themselves are the main instrument. In collecting data, researchers used observation sheets, and field notes.

  4. 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

  5. Combination of inquiry learning model and computer simulation to improve mastery concept and the correlation with critical thinking skills (CTS)

    Science.gov (United States)

    Nugraha, Muhamad Gina; Kaniawati, Ida; Rusdiana, Dadi; Kirana, Kartika Hajar

    2016-02-01

    Among the purposes of physics learning at high school is to master the physics concepts and cultivate scientific attitude (including critical attitude), develop inductive and deductive reasoning skills. According to Ennis et al., inductive and deductive reasoning skills are part of critical thinking. Based on preliminary studies, both of the competence are lack achieved, it is seen from student learning outcomes is low and learning processes that are not conducive to cultivate critical thinking (teacher-centered learning). One of learning model that predicted can increase mastery concepts and train CTS is inquiry learning model aided computer simulations. In this model, students were given the opportunity to be actively involved in the experiment and also get a good explanation with the computer simulations. From research with randomized control group pretest-posttest design, we found that the inquiry learning model aided computer simulations can significantly improve students' mastery concepts than the conventional (teacher-centered) method. With inquiry learning model aided computer simulations, 20% of students have high CTS, 63.3% were medium and 16.7% were low. CTS greatly contribute to the students' mastery concept with a correlation coefficient of 0.697 and quite contribute to the enhancement mastery concept with a correlation coefficient of 0.603.

  6. The effect of physics-based scientific learning on the improvement of the student’s critical thinking skills

    Science.gov (United States)

    Zaidah, A.; Sukarmin; Sunarno, W.

    2018-04-01

    This study aimed to determine the influence of a physics-based scientific learning to increase student’s critical thinking skill. This type of this research was quantitative research with taking the conclusion through statistical analysis. This research was carried out in MA (Senior High School) Mu'allimat NW Pancor in the second semester in the academic year of 2016/2017 with all students of XI class. The sampling is done by using technique purposive sampling where the class was taken from XI 6 class. Based on the result of descriptive analysis, it was obtained an average pre-test score of 49.17 and an average post-test score of 82.43. Also, the results showed that the average score was gained of 0.67 with a medium category. Based on the inferential analysis showed the value of t = 22.559 while the ttable in significance level of 5% was 2.04. Thus, t > the ttable from Ha is accepted. Therefore, the pre-test and posttest were different significantly when the students used scientific-based learning. The result showed that a physics-based scientific learning has influenced to increase the student’s critical thinking skill.

  7. Competence in performing emergency skills: How good do doctors really think they are?

    Directory of Open Access Journals (Sweden)

    Nicholas Dufourq

    2017-12-01

    Discussion: General Surgery and Internal Medicine trainees had a higher level of self-perceived competence in various emergency skills than their non- clinical counterparts. Current certification in advanced life support courses had a positive impact on trainees’ self- perceived levels of competence in emergency skills. Specialist trainees who had less delay before starting their specialist training also demonstrated higher levels of perceived competence.

  8. Education Level and Critical Thinking Skills among Substance Use Counselors Nationwide: A Descriptive Comparative Study

    Science.gov (United States)

    Eakman, Teresa L.

    2017-01-01

    As a high percentage of substance use counselors are in recovery, using adult learning methods such as constructivism and transformational learning are needed to neutralize any preestablished views of treatment modalities that may exist, as well as combat any possible issues of countertransference. Teaching critical thinking leads to student…

  9. Meaningful Gamification for Journalism Students to Enhance Their Critical Thinking Skills

    Science.gov (United States)

    Huang, Ling-Yi; Yeh, Yu-Chu

    2017-01-01

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

  10. Effects of a Critical Thinking Skills Program on the Learning Motivation of Primary School Students

    Science.gov (United States)

    Hu, Weiping; Jia, Xiaojuan; Plucker, Jonathan A.; Shan, Xinxin

    2016-01-01

    Learning motivation has a significant effect on student learning, which is a key determinant of academic performance and creativity. It is increasingly popular and important to cultivate learning motivation in schools. To consider this trend, a long-term intervention program named "Learn to Think" (LTT) was designed not only to improve…

  11. A Systematic Approach to Teaching Critical Thinking Skills to Electrical and Computer Engineering Undergraduates

    Science.gov (United States)

    Welch, Karla Conn; Hieb, Jeffrey; Graham, James

    2015-01-01

    Coursework that instills patterns of rigorous logical thought has long been a hallmark of the engineering curriculum. However, today's engineering students are expected to exhibit a wider range of thinking capabilities both to satisfy ABET requirements and to prepare the students to become successful practitioners. This paper presents the initial…

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

    Science.gov (United States)

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

    2015-01-01

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

  13. Exploring Students' Computational Thinking Skills in Modeling and Simulation Projects: : A Pilot Study

    NARCIS (Netherlands)

    Grgurina, Natasa; van Veen, Klaas; Barendsen, Erik; Zwaneveld, Bert; Suhre, Cor; Gal-Ezer, Judith; Sentance, Sue; Vahrenhold, Jan

    2015-01-01

    Computational Thinking (CT) is gaining a lot of attention in education. We explored how to discern the occurrences of CT in the projects of 12th grade high school students in the computer science (CS) course. Within the projects, they constructed models and ran simulations of phenomena from other

  14. An Examination of Critical Thinking Skills in High School Choral Rehearsals

    Science.gov (United States)

    Garrett, Matthew L.

    2013-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Rusmansyah

    2017-12-01

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

  16. The Development of Critical Thinking Skills for Elementary Education Majors at Castleton State College.

    Science.gov (United States)

    Forest, Robert F.

    The document describes a practicum which developed a unit on critical thinking that applied Jerome Bruner's discovery-learning method and also incorporated the unit within the curricular requirements of elementary education majors at Castleton State College in Vermont. It is presented in five sections and an appendix. Section I provides…

  17. Production compilation : A simple mechanism to model complex skill acquisition

    NARCIS (Netherlands)

    Taatgen, N.A.; Lee, F.J.

    2003-01-01

    In this article we describe production compilation, a mechanism for modeling skill acquisition. Production compilation has been developed within the ACT-Rational (ACT-R; J. R. Anderson, D. Bothell, M. D. Byrne, & C. Lebiere, 2002) cognitive architecture and consists of combining and specializing

  18. Local Knowledge, Academic Skills, and Individual Productivity: An Alternative View.

    Science.gov (United States)

    Balfanz, Robert

    1991-01-01

    Henry M. Levin finds Balfanz's article a dispassionate attempt to explore the connections between workplace performance and curriculum reform. Educational reform efforts often misinterpret and simplify the relationship between informal knowledge, academic skills, and individual productivity. Consequently, the U.S. public's productive capacity is…

  19. A set of vertically integrated inquiry-based practical curricula that develop scientific thinking skills for large cohorts of undergraduate students.

    Science.gov (United States)

    Zimbardi, Kirsten; Bugarcic, Andrea; Colthorpe, Kay; Good, Jonathan P; Lluka, Lesley J

    2013-12-01

    Science graduates require critical thinking skills to deal with the complex problems they will face in their 21st century workplaces. Inquiry-based curricula can provide students with the opportunities to develop such critical thinking skills; however, evidence suggests that an inappropriate level of autonomy provided to underprepared students may not only be daunting to students but also detrimental to their learning. After a major review of the Bachelor of Science, we developed, implemented, and evaluated a series of three vertically integrated courses with inquiry-style laboratory practicals for early-stage undergraduate students in biomedical science. These practical curricula were designed so that students would work with increasing autonomy and ownership of their research projects to develop increasingly advanced scientific thinking and communication skills. Students undertaking the first iteration of these three vertically integrated courses reported learning gains in course content as well as skills in scientific writing, hypothesis construction, experimental design, data analysis, and interpreting results. Students also demonstrated increasing skills in both hypothesis formulation and communication of findings as a result of participating in the inquiry-based curricula and completing the associated practical assessment tasks. Here, we report the specific aspects of the curricula that students reported as having the greatest impact on their learning and the particular elements of hypothesis formulation and communication of findings that were more challenging for students to master. These findings provide important implications for science educators concerned with designing curricula to promote scientific thinking and communication skills alongside content acquisition.

  20. Thinking ahead of the surgeon. An interview study to identify scrub nurses' non-technical skills.

    Science.gov (United States)

    Mitchell, Lucy; Flin, Rhona; Yule, Steven; Mitchell, Janet; Coutts, Kathy; Youngson, George

    2011-07-01

    Efforts to reduce adverse event rates in healthcare have revealed the importance of identifying the essential non-technical (cognitive and social) skills for safe and effective performance. Previous research on non-technical skills for operating theatre staff has concentrated on doctors rather than nursing professionals. The aim of the study was to identify the critical non-technical skills that are essential for safe and effective performance as an operating theatre scrub nurse. Experienced scrub nurses (n = 25) and consultant surgeons (n = 9) from four Scottish hospitals were interviewed using a semi-structured format. The protocols were designed to identify the main social and cognitive skills required by scrub nurses. Interviews were digitally recorded, transcribed verbatim and independently coded to extract behaviours in order to produce a list of the main non-technical skills for safe and effective scrub nurse performance. The non-technical skills of situation awareness, communication, teamwork, task management and coping with stress were identified as key to successful scrub nurse task performance. Component sets of behaviours for each of these categories were also noted. The interviews with subject matter experts from scrub nursing and surgery produced preliminary evidence that situation awareness, communication, teamwork and coping with stress are the principal non-technical skills required for effective performance as a scrub nurse. Copyright © 2010 Elsevier Ltd. All rights reserved.