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Sample records for teaching creative-thinking skills

  1. A Program Based on Task-Based Teaching Approach to Develop Creative Thinking Teaching Skills for Female Science Teachers in Kingdom of Saudi Arabia (KSA)

    Science.gov (United States)

    Ibrahim, Manal Hassan Mohammed Bin

    2015-01-01

    This study aimed at developing creative thinking teaching skills for female science teachers in Kingdom of Saudi Arabia (KSA) through designing a program based on task-based teaching approach. The problem of the study was specified as the weakness of creative thinking teaching skills for science teachers in KSA and the need for programs based on…

  2. Investigating teachers' practices of creative thinking skills in Qatari preschools

    OpenAIRE

    Al-Thani, Tamader Jassim

    2010-01-01

    The purpose of this study was to investigate pre-school teachers' pedagogical practices in the context of promoting students' creative thinking skills in the classroom. A total of 80 female preschool teachers completed a 30-item, creative thinking skills questionnaire. Results showed that teachers differed significantly in using creative thinking skills according to their qualifications and in service training. Findings also indicated a significant interaction between the variables of qualifi...

  3. The Effectiveness of SCAMPER Technique on Creative Thinking Skills

    Directory of Open Access Journals (Sweden)

    Melodi OZYAPRAK

    2016-06-01

    Full Text Available Current study assumes that SCAMPER is a convenient technique to develop creative thinking skills. In this respect it is aimed in the study to investigate the effect of SCAMPER on developing creative thinking skills. For this purpose, the main research question is: How much is SCAMPER effective in increasing sophomores’ Test for Creative Thinking - Drawing Production (TCT-DP scores? A one-group pretest-posttest design was used in this study. A total of 14 participants were assigned to receive the experimental training. A unique program developed by the researcher for the experimental group. The findings of the study reveal that SCAMPER training significantly increased TCT-DP scores.

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

    Science.gov (United States)

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

    2010-04-01

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

  5. Separation index and fit items of creative thinking skills assessment

    Directory of Open Access Journals (Sweden)

    Andi Ulfa Tenri Pada

    2016-06-01

    Full Text Available This article discusses the evaluation results of the separation index and fit item of creative thinking skills assessment that supports the conation aspect of prospective biology teachers in Aceh. This assessment consists of 37 items of divergent tasks, which is the application of human physiology courses that support the conation aspects. The participants were selected from the Biology Education Program, Faculty of Teacher Training and Education, Syiah Kuala University. The data were analyzed using the Quest software including the separation index and fit item. The results indicate that the creative thinking skills assessment instrument that supports the conation aspect of prospective biology teachers has a good separation index and all the items fit PCM-1PL.

  6. Moods, Emotions and Creative Thinking: A Framework for Teaching

    Science.gov (United States)

    Newton, Douglas P.

    2013-01-01

    When planning and teaching, attention is generally given to cognition while the effect of mood and emotion on cognition is ignored. But students are not emotionless thinkers and the effect can make a difference to their thought. This is particularly evident when attempting to foster creative thinking. This article draws on research to describe…

  7. Cultivation of Students' Creative Thinking Skills in the Teaching of Principles of Chemical Engineering%浅谈“化工原理”教学中学生创造性思维的培养

    Institute of Scientific and Technical Information of China (English)

    李鑫; 卢其明; 陈明洁; 刘海峰

    2012-01-01

    从创新欲望、发散思维、批判性思维及想象能力四个方面对化工原理教学过程创造性思维的培养进行了详细的分析与说明。%Four diathesises innovative desire, divergent thinking, critical thinking and the ability to imagine, were proposed which can effectively improve the creative thinking skills of high school students in the teaching of Principles of Chemical Engineering, And the above four aspects were further analyzed and described detailedly with specific examples.

  8. A Technique for Teaching Creative Thinking.

    Science.gov (United States)

    de Bono, Edward

    1986-01-01

    Offers information on and examples of the Cognitive Research Trust (CoRT) Thinking Program, internationally the most widely used program for the teaching of thinking as part of the school curriculum. Describes various CoRT tools, including one in which students list the pluses, minuses, and interesting points about a given issue. (DMM)

  9. Encouraging Young Children's Critical and Creative Thinking Skills: An Approach in One English Elementary School.

    Science.gov (United States)

    Rodd, Jillian

    1999-01-01

    Describes the Talents Unlimited Program, implemented in an elementary school in southwest England, which provides a framework for developing creative- and critical-thinking skills. Describes an evaluation that found that 5-year olds taught with this approach performed better on specific critical- and creative-thinking skills tasks than did peers.…

  10. Drama Education on the Creative Thinking Skills of 61-72 Months Old Pre-School Children

    Science.gov (United States)

    Yasar, Munevver Can; Aral, Neriman

    2012-01-01

    This study aims to identify six-year-old pre-school children's creative thinking skill levels and to establish whether there is a difference between the creative thinking skills of children who received drama education and those who did not. The population of the study consisted of six-year-old children who were attending pre-school classes of…

  11. 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…

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

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    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.

  13. 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.

  14. 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…

  15. Effect of Collaborative Studies on Prospective Teachers’ Creative Thinking Skills while Designing Computer Based Material

    Directory of Open Access Journals (Sweden)

    Salih BİRİŞÇİ

    2011-06-01

    Full Text Available The purpose of this study to examine effect of collaborative studies on prospective teachers‟ creative thinking skills while designing computer based materials. One group pre-test and post-test design of the pre-experimental model was used to achieve the objectives of the study. This experimental study have been applied to 34 prospective teachers who studied at Artvin Coruh University Facult of Education Primary Education Department in 2009-2010 spring term within the context of “Computer-II” course. “Creative Thinking Skill Scale” was applied at two different stages as pre-test and post-test and opinions of students were gathered about the method in research via interview forms. As a result, it was found that there was a significant difference between the prospective teachers‟ creative thinking skills and scores taken from scale were increased in favor of post-test. Collaborative group works have a great importance in occurrence of this increase was revealed from student views.

  16. Effects of a Program for Developing Creative Thinking Skills

    Science.gov (United States)

    Rabanos, Natalia Larraz; Torres, Pedro Allueva

    2012-01-01

    Introduction: The aim of this study is to present an intervention program for creative skills development applied to a group of students of lower Secondary Education. Method: This program was applied in a school in Zaragoza (Spain) during the 2008-09 academic year. The study used a repeated-measures, quasi-experimental design with non-equivalent…

  17. Enhancing Creative Thinking through Designing Electronic Slides

    Science.gov (United States)

    Mokaram, Al-Ali Khaled; Al-Shabatat, Ahmad Mohammad; Fong, Fook Soon; Abdallah, Andaleeb Ahmad

    2011-01-01

    During the shifting of teaching and learning methods using computer technologies, much emphasis was paid on the knowledge content more than the thinking skills. Thus, this study investigated the effects of a computer application, namely, designing electronic slides on the development of creative thinking skills of a sample of undergraduate…

  18. The Effects of Educational Multimedia for Scientific Signs in the Holy Quran in Improving the Creative Thinking Skills for Deaf Children

    Science.gov (United States)

    Abusaleh, Sumaya; Abdelfattah, Eman; Alabadi, Zain; Sharieh, Ahmad

    This paper investigates the role of the scientific signs in the holy Quran in improving the creative thinking skills for the deaf children using multimedia. The paper investigates if the performance made by the experimental group's individuals is statistically significant compared with the performance made by the control group's individuals on Torrance Test for creative thinking (fluency, flexibility, originality and the total degree) in two cases:

  19. Develop Students' Creative Thinking in Middle School History Teaching%初中历史教学中学生创新思维的培养

    Institute of Scientific and Technical Information of China (English)

    魏婷

    2012-01-01

    培养学生的创新思维,使学生分析问题和解决问题的能力得到不断提高,从而提高学生的创新思维,因此我们要在改革中实践,在实践中探索,在总结中提高。%Develop students 'creative thinking, enable students to analyze continuous improvement and problem-solving skills to enhance students' creative thinking, so we have to practice in the reform, in practice, explore and improve in the summary.

  20. Develop a Framework of Creative Thinking Teaching Mode for RN-BSN Students on the Basis of the Creative Process of Clinical Nurses in Taiwan

    Science.gov (United States)

    Ku, Ya-Lie; Kuo, Chien-Lin

    2016-01-01

    The purpose of this study was to develop a framework of creative thinking teaching mode for RN-BSN students on the basis of the creative process of clinical nurses in Taiwan. Purposive samples have earned creativity awards recruited from the medical, surgical, maternity, paediatric, community and psychiatric departments in Taiwan. Semi-structured…

  1. Discovering Creative Thinking Process Skills: A Win-Win for Children

    Science.gov (United States)

    Cramond, Bonnie

    2015-01-01

    We teach our children manners, what to do in certain emergencies, and other life basics, but most of us do not intentionally teach our children about thinking strategies and creative problem solving. Perhaps this is the case because many of us have never formalized these processes within ourselves so that we feel capable of communicating them to…

  2. "The Goal" Project: A Group Assignment to Encourage Creative Thinking, Leadership Abilities and Communication Skills

    Science.gov (United States)

    Huff, Patricia Lee

    2014-01-01

    The classroom assignment described in this paper, "The Goal" Project, gives students an opportunity to develop four of the skills and abilities required to be a successful accountant. In 1990, the Accounting Education Change Commission issued Position Statement Number One, Objectives of Education for Accountants. Appendix B of that…

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

    Directory of Open Access Journals (Sweden)

    Anna Yurievna Kuvarzina

    2013-11-01

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

  4. On Stimulating Creative Thinking in Primary School Chinese Language Teaching%小学语文教学中创造性思维的激发

    Institute of Scientific and Technical Information of China (English)

    张爱华

    2014-01-01

    创新是一个民族发展和生存的灵魂,创新需要创新思维,创新思维是创新的源泉。在小学教学中,语文课程是基础性学科,是开展素质教育的重要阵地,如何把创新教育融入到小学语文教学中,是每一位语文教师需要探究的。如何利用小学生的心理特点把握好教育方法,培养学生的创造性思维是目前小学语文教育的核心。本文针对小学语文教学中创造性思维的激发相关话题进行分析和研究,首先介绍了创造性思维的涵义,然后提出一系列促进学生创造性思维培养的方法,希望能够有助于小学语文教学。%Innovation is the soul of a nation's development and survival, innovation requires innovative thinking, creative thinking is the source of innovation. Teaching in primary schools, language courses are basic disciplines, is an important position to carry out quality education, how innovative education into primary language teaching, language teachers are needed every inquiry. How to use a good grasp of the psychological characteristics of students teaching methods, students of creative thinking is the core of the current primary language education. In this paper, the primary language for teaching stimulate creative thinking and analysis related topics pilot study, first introduced the meaning of creative thinking, and then propose a series of methods to promote the cultivation of students' creative thinking, hoping to help primary school language teaching.

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

    Directory of Open Access Journals (Sweden)

    Judith Jiménez Díaz

    2010-08-01

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

  6. Effects of Web-Based Creative Thinking Teaching on Students' Creativity and Learning Outcome

    Science.gov (United States)

    Lin, Cheng-Shih; Wu, RyanYing-Wei

    2016-01-01

    The development of the Internet and communication technology has revolutionarily changed the education contents and methods. Various governments and people with vision have promoted education to the highlight to determine the future of citizens in a nation.A teacher has to develop more creative teaching methods to teach new-generation students.…

  7. Functional System of Creative Thinking

    OpenAIRE

    Kotsan, Ihor Ya.; Kozachuk, Nataliia O.; Kachynska, Tetiana V.; Shvarts, Liudmyla O.; Poruchynskyi, Andrii I.; Dmytrotsa, Olena R.; Abramchuk, Olha M.; Zhuravlov, Oleksandr A.; Poruchynska, Tetiana F.; Коцан, Ігор Ярославович; Козачук, Наталія Олександрівна; Качинська, Тетяна Володимирівна; Шварц, Людмила Олексіївна; Поручинський, Андрій Іванович; Дмитроца, Олена Романівна

    2016-01-01

    In the article on the basis of electroencephalographic and psychological indicators the concept the mechanism of creative thinking was formulated. Creative thinking as a process involves operating images and searching similar tasks in memory (mental representations). High result in creative thinking is possible under the condition of high decision-making and low level of critical-controlling program.

  8. Research and Practice on the Creative Thinking Methods of Students in the Mathematics Teaching%数学教学培养学生创造思维方法的研究与实践

    Institute of Scientific and Technical Information of China (English)

    袁德正; 施俊; 江波

    2015-01-01

    通过数学教学方法与创造思维方法类比,揭示数学教学中的创造思维方法,拓展数学教学与研究的思维方法,培养学生的创造思维方法和能力,发挥数学课程培养创新人才的作用。%The creative thinking methods in mathematics teaching are analyzed in present paper. By comparing the mathematics teaching methods and creative thinking methods,the thinking methods in mathematics teach-ing and studying are developed. Meantime,how to cultivate students′creative thinking abilities and innovative talents is also discussed.

  9. Cultivation of Higher Vocational Students’ Creative Thinking in Computer Teaching%计算机教学中高职生创造性思维的培养

    Institute of Scientific and Technical Information of China (English)

    石玉芳; 卜耀华

    2015-01-01

    In computer teaching, teachers should be to cultivate the students’ thinking ability is the most important task, let students use similar association, divergent thinking, convergent thinking, instead of thinking, multipath thinking of cultivating the creative thinking.%在计算机教学中,教师应以培养学生思维能力为首要任务,让学生用相似联想、求异思维、求同思维、替代思维、多路思维培养创造性思维。

  10. The Effectiveness of Training Program Based on the Six Hats Model in Developing Creative Thinking Skills and Academic Achievements in the Arabic Language Course for Gifted and Talented Jordanian Students

    Science.gov (United States)

    Ziadat, Ayed H.; Al Ziyadat, Mohammad T.

    2016-01-01

    The main purpose of this study was to determine the effectiveness of a training program based on the six hats model in developing creative thinking skills and academic achievements in the Arabic language for gifted and talented Jordanian students. The study sample consisted of 59 gifted male and female students of the 7th grade from King Abdullah…

  11. Exploration on Cultivation of Students' Creative Thinking in Design Sketch Teaching%设计素描教学中培养学生创意思维的实践探索

    Institute of Scientific and Technical Information of China (English)

    曾丽舞

    2011-01-01

    Design Sketch teaching is a basic course for design, to train students' capabilities of shape space and imaginary space, also train students how to observe, understand, and show images, open ideas, develop creative thinking ability, and ultimately achieve the thinking and skills of creative performance of new forms of design.%设计素描的教学是为设计服务的基础课,是培养学生形态空间及想象空间能力,也是训练学生怎样观察、认识、理解、表现物象,打开思路,培养创造性思维能力,最终达到创造性表现新形态的设计能力的思维、技能.

  12. [An experience applying the teaching strategies of cooperative learning and creative thinking in a mental-health nursing practicum for undergraduates at a technical college].

    Science.gov (United States)

    Huang, Yu-Hsien; Lin, Mei-Feng; Ho, Hsueh-Jen; Chang, Lu-Na; Chen, Shiue

    2015-04-01

    Lack of knowledge and experience is prevalent in undergraduate students who are taking their clinical practicum for mental-health nursing. This issue negatively affects the learning process. This article shares an experience of implementing a practicum-teaching program. This program was developed by the authors to facilitate the cooperative learning and clinical care competence of students. A series of multidimensional teaching activities was designed by integrating the strategies of peer cooperation and creative thinking to promote group and individual learning. Results indicate that the program successfully encouraged the students to participate more actively in the learning process. Additionally, the students demonstrated increased competence in empathetic caring toward patients, stronger friendship relationships with peers, and improved self-growth. The authors hope this teaching program provides a framework to increase the benefits for students of participating in clinical practicums and provides a teaching reference for clinical instructors.

  13. Physics textbooks: do they promote or inhibit students’ creative thinking

    Science.gov (United States)

    Klieger, Aviva; Sherman, Guy

    2015-05-01

    Creativity can be viewed from different perspectives, such as the creative thinking process, the product, the creative environment and the individual. The physics domain, which is based on experiments, research, hypotheses and thinking outside the box, can serve as an excellent grounding for creativity development. This article focuses on creative thinking in physics textbooks. Creative thinking includes divergent thinking, which consists of four core components: fluency, flexibility, novelty and elaboration. The purpose of our study is to understand whether and how physics textbooks (such as the Israeli high-school book Newtonian Mechanics) enable the promotion and development of creative thinking. Findings indicate that they do not, so there is a need to raise physics teachers’ awareness of the importance of creative thinking in learning materials. It is advisable for physics teachers to engage in professional development courses in appropriate teaching strategies for the development of this creativity.

  14. To cultivate creative thinking ability in mathematics teaching in high school%高中数学教学中创造性思维能力培养刍议

    Institute of Scientific and Technical Information of China (English)

    李岳鹏

    2016-01-01

    本文首先就创造性思维和数学创造性思维的基本概述进行了简要阐述,接着分析了高中数学教中培养学生创造性思维能力的主要途径。旨在通过于此,全面提升高中数学的整体教学水平。%This paper first expounds the basic concept of creative thinking and mathematics creative thinking, and then analyzes the high school mathematics teaching, the main way to cultivate students' creative thinking ability, hope to improve the overal teaching level of high school mathematics.

  15. 小学语文教学中学生创造性思维的培养%To Cultivation Students’Creative Thinking of Primary School Chinese Teaching

    Institute of Scientific and Technical Information of China (English)

    许志英

    2014-01-01

    创造性思维是决定学生看待问题、解决问题能力的关键,是学生未来成长和发育中重要的力量,同时也是新时代社会和市场迫切需要的能力。培养学生创造性思维成为素质教育理念下新的教学目标,也是众多教师必须重视的问题。研究小学语文教学中学生创造性思维的培养,营造良好的学习氛围是激发创造性思维的前提、引导学生质疑是培养创造性思维的基础、灵活多变的教学方法是培养创造性思维的关键。%The creative thinking is the key to students’ability to think about problems,solve the problem,is the student in the future growth and development important strength,is also a new era of society and the ability to market urgently needs. To cultivate students creative thinking as a new teaching target in the concept of quality education,and many teachers must attach much importance to the problem. In this paper,we study the cultivation of primary school Chinese teaching of middle school students’creative thinking,creating a favorable learning environment is the premise to stimulate creative thinking,guides the student to question is the basis of cultivating creative thinking,flexible teaching methods is the key to cultivate creative thinking.

  16. How Foster Creative Thinking in Mathematics Teaching%数学教学中如何培养创新思维

    Institute of Scientific and Technical Information of China (English)

    王成莲

    2014-01-01

    For the sake of orientation under the new course background of classroom reform in education, carry out the student’s corpus position at the same time,train the student’s“frontier spirit and self-educated ability”further,the teacher will establish various problem to expand the student’s thinking ability in the teaching activity and foster the student’s creative thinking.%为了适应新课程背景下的课堂教学改革,落实学生的主体地位,进一步培养学生的“创新精神和自学能力”,教师就要在教学活动中,创设各种问题来开拓学生的思维能力,从而培养学生的创新思维。

  17. 对英语教学中创造性思维能力的思考%Meditation on Creative Thinking Ability in English Teaching

    Institute of Scientific and Technical Information of China (English)

    郑梅

    2001-01-01

    培养学生创造性思维能力,是素质教育的要求,是教育工作者应注意的课题之一。思维能力通过专门训练与培养,能得以提高与完善,教师在其中起着重要的作用。%The training of creative thinking to students is the requirement of quality education, and it is one of the study of subjects for educators. The ability of thinking can be improved by special training and practie.Teachers play an important role in creative teaching activities.

  18. 物理课堂教学中如何培养学生的创新思维%How to Cultivate the Students’ Creative Thinking in Physics Teaching

    Institute of Scientific and Technical Information of China (English)

    蔡汉云

    2014-01-01

    在课堂教学中培养学生的创新思维,要求教师首先要树立现代教育观念,进行教学改革,实施创新性教学,以培养学生的创新意识、创新思维的品质特征为目标,从而培养学生的创新思维。%The cultivation of students’ creative thinking in classroom teaching,teachers should first establish the concept of modern education;teachers teaching reform,the implementation of innovative teaching,to cultivate students’ innovation consciousness,quality features of creative thinking as the goal,to cultivate students’ innovative thinking.

  19. The Cultivation of Normal University Students’Creative Thinking in the Teaching of English Writing%在英语写作教学中培养英语专业师范生的创新思维素质

    Institute of Scientific and Technical Information of China (English)

    商艳芝

    2015-01-01

    English writing is a process of creative thinking and a reflection of student’s thinking quality. Creative thinking contributes to high-level compositions;in the same way, creative writing helps the develop⁃ment of students’creative thinking. Creative thinking in English writing can be seen in a composition’s theme, content, organization and language use. Giving interactive classroom teaching, opening up second class writing activities, and carrying out online writng instructions and assessment can develop students’creative thinking, and improve the thinking quality and ability of English majors of normal universities.%英语写作是一个创造性思维过程,是学生思维素质的综合体现。创新思维有助于学生写出高质量的英语文章,同样,创新写作实践也有利于学生创新思维素质的开发。英语写作中的创新思维体现在作文的主题表达、选材内容、篇章组织方法、语言运用等各个方面。英语教学可通过开展多维互动的写作教学活动、开设英语写作第二课堂和实行网上写作指导及评估等,开发学生的创新思维,促进英语专业师范生思维素质的提升和创新思维能力的培养。

  20. A Situational Study for the Identification of Pre-Service Science Teachers' Creative Thinking and Creative Scientific Thinking Skills

    Science.gov (United States)

    Demir Kaçan, Sibel

    2015-01-01

    This study was conducted with the participation of 33 pre-service teachers attending the department science teaching of a Turkish university. Participants self-reported using the "Self-assessment of creativity scale" and were asked to choose the most appropriate answer to the five-choice self-assessment question "Which category best…

  1. On the Cultivation of Students' Non-intelligence Elements and Development of Their Creative Thinking in Chemistry Teaching%化学教学中培养非智力因素 发展创造性思维

    Institute of Scientific and Technical Information of China (English)

    刘莉

    2012-01-01

    在教育教学中,培养创造力的关键是发展学生的创造性思维。本文结合化学学科的特点,从兴趣、情感、动机、意志四个方面探讨在化学教学中如何培养学生非智力因素,激发创造性思维,培养创新人才。%In education and teaching,the key of cultivating creativity is to develop students' creative thinking.Combining with the characteristics of chemistry,this paper discusses how to cultivate students' non-intelligence elements in chemistry teaching from such aspects as interest, emotion, motivation and will, so as to stimulate students' creative thinking and cultivate creative talents.

  2. 服装设计教学中创造性思维的培养%Develop Creative Thinking in Fashion Design Teaching

    Institute of Scientific and Technical Information of China (English)

    张静

    2012-01-01

    服装设计区别于其它学科,精髓在于反复融会贯通的实践艺术,其生命力在于服装设计理念的创新。那么,简单地说,相应的服装设计教育就是以创新服装设计理念为核心的教育竞争。创新理念是一种意识,依赖于一种前所未有的、超束缚、突破传统的思维模式。服装设计教学如何培养学生的创新思维,已成为服装设计教学需要认真研究、探讨与解决的关键课题。%Costume design is different from other disciplines,the essence of repeated mastery of the practice of art,its vitality is the innovation of the apparel design.So,simply put,a clothing design education with innovative fashion design concept as the core educational competition.The innovative concept is a sense,depends on an unprecedented,ultra bondage,to break through the traditional mode of thinking.Fashion design teaching how to develop students' creative thinking,has become the key issue fashion design teaching requires careful research,investigate and resolve.

  3. 浅谈水彩画教学中创造性思维的培养%Discuss on the cultivation of creative thinking in watercolor painting teaching

    Institute of Scientific and Technical Information of China (English)

    姜卫春; 纪敏

    2012-01-01

      Watercolor creation to be innovated and breakthrough on content, reaching a certain significance level, teachers of Fine Arts in addition to the correct understanding and teaching of watercolor language, still need to strengthen the training of students' creative thinking. Only in this way, students can create compliance watercolor character pattern, and has all the common features of the excellent works of painting.%  水彩画的创作要在内容上有所突破和创新,达到一定意义的境界,美术教师除了需要正确认识及讲授水彩画的表现语言以外,还需要对学生加强创造性思维的培养。惟其如此,学生才能创作出既遵从水彩的个性规律,又具有所有绘画共性特征的优秀作品。

  4. How to Train Students'Flexibility of Creative Thinking Ability in Physics Teaching%物理教学中学生发散思维之变通能力的培养

    Institute of Scientific and Technical Information of China (English)

    邱文绍

    2012-01-01

      现代科学教育的根本是对被教育者创新精神、创造性思维能力的培养,也是全面实施素质教育的重要内容之一。文章就物理中“动”和“静”的问题,对学生发散思维的变通性能力的培养进行了探讨。%  The basic goal of modern science education is to train the students 'creativity and creative thinking ability.This paper discusses how to train student 's flexibility in creative thinking from the teaching of the state of "move"and "static"in physics.

  5. Affective Induction and Creative Thinking

    Science.gov (United States)

    Fernández-Abascal, Enrique G.; Díaz, María D. Martín

    2013-01-01

    Three studies explored the relation between affect and production of creative divergent thinking, assessed with the Torrance Tests of Creative Thinking (Figural TTCT). In the first study, general, positive, and negative affect, assessed with the Positive and Negative Affect Scale (PANAS) were compared with creative production. In the second study,…

  6. Hippocampal amnesia disrupts creative thinking.

    Science.gov (United States)

    Duff, Melissa C; Kurczek, Jake; Rubin, Rachael; Cohen, Neal J; Tranel, Daniel

    2013-12-01

    Creativity requires the rapid combination and recombination of existing mental representations to create novel ideas and ways of thinking. The hippocampal system, through its interaction with neocortical storage sites, provides a relational database necessary for the creation, updating, maintenance, and juxtaposition of mental representations used in service of declarative memory. Given this functionality, we hypothesized that hippocampus would play a critical role in creative thinking. We examined creative thinking, as measured by verbal and figural forms of the torrance tests of creative thinking (TTCT), in a group of participants with hippocampal damage and severe declarative memory impairment as well as in a group of demographically matched healthy comparison participants. The patients with bilateral hippocampal damage performed significantly worse than comparison participants on both the verbal and figural portions of the TTCT. These findings suggest that hippocampus plays a role critical in creative thinking, adding to a growing body of work pointing to the diverse ways the hallmark processing features of hippocampus serve a variety of behaviors that require flexible cognition.

  7. The Cultivation of Creative Thinking in Piano Teaching for Normal College Students%高师钢琴教学对学生创造性思维的培养

    Institute of Scientific and Technical Information of China (English)

    丁君君

    2009-01-01

    钢琴演奏是对音乐作品的再创造,演奏者的创造性思维直接影响作为二度创作的演奏.在高师钢琴教学中,开发学生的创造性思维,既能培养学生对音乐的感受、理解和表现能力,也是成功演奏的重要前提.教师可以通过激发学生积极的情感体验和培养学生的想象力来培养学生的创造性思维.%Piano performance is the re-creation for music works. The creative thinking of performers has a direct impact on the second creation of music works. In the process of piano teaching in normal colleges, the development of creative thinking can not only train students' ability in sense, understanding, and performance, but offer the important prerequisite for successful performance. Teachers can cultivate the creative thinking of students by motivating their positive emotional experience and developing their imagination.

  8. Assessing Creative Thinking in Design-Based Learning

    Science.gov (United States)

    Doppelt, Yaron

    2009-01-01

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

  9. Gesture Facilitates Children's Creative Thinking.

    Science.gov (United States)

    Kirk, Elizabeth; Lewis, Carine

    2017-02-01

    Gestures help people think and can help problem solvers generate new ideas. We conducted two experiments exploring the self-oriented function of gesture in a novel domain: creative thinking. In Experiment 1, we explored the relationship between children's spontaneous gesture production and their ability to generate novel uses for everyday items (alternative-uses task). There was a significant correlation between children's creative fluency and their gesture production, and the majority of children's gestures depicted an action on the target object. Restricting children from gesturing did not significantly reduce their fluency, however. In Experiment 2, we encouraged children to gesture, and this significantly boosted their generation of creative ideas. These findings demonstrate that gestures serve an important self-oriented function and can assist creative thinking.

  10. How to improve the students' creative thinking in biology teaching%论高校生物教学实践中如何提升学生的创新思维

    Institute of Scientific and Technical Information of China (English)

    高喜叶

    2014-01-01

    随着国民经济的发展,我国在经济体制改革后,开始实行教育改革,提出应试教育向素质教育转变的观念。实现素质教育的重点是重视学生的个性和创造性思维的培养,提高学生自主学习的能力。课堂教学是对学生进行创新思维培养的主要途径,有利于提高学生的学习水平。在高校生物课堂教学过程中,可以采用不同的方法,提高学生的创新思维能力。本文简述创新思维,根据高校生物课堂教学现状,分析提高学生创新思维能力的办法。%With the development of the national economy, China's economic system reform, starts to implement the education reform, put forward the examination oriented education to quality education concept. The key point of quality education is to cultivate the students' personality and creative thinking, improve students' autonomous learning ability. Classroom teaching is the main way for students in creative thinking training, to improve the students’ learning level. In biology class teaching in colleges and universities, we can use different methods to improve their ability of creative thinking. In this paper, innovative thinking, according to the present situation of biology classroom teaching of colleges and universities, to improve the students’ ability of innovation analysis approach.

  11. Creative Thinking Teaching Strategy for New Technology in Electric Machine Area%电机领域新技术研讨课程创造性思维教学方案

    Institute of Scientific and Technical Information of China (English)

    王宇; 邓智泉

    2014-01-01

    本文针对电气工程学科电机领域新技术的发展以及新时期下培养创新型人才的教学目标,提出了一种电机领域新技术研讨课程创造性思维教学方案。该方案在总结电机领域五个重要研究方向发展历程和趋势的前提下,归纳出其内在的创新思维本质,通过揭示研究方向与创造性思维的内在逻辑关系,同时提高学生的专业知识水平和创新思维能力。%In order to meet the development of new technology in electrical engineering and the new era teaching target to cultivate innovative talents,this paper puts forward the creative thinking teaching strategy for the electrical engineering new technology course,in which the development history and the future trend of the five important research aspects for the electrical engineering are summed up,and its inner innovation thinking approach is presen-ted. Further,this strategy improves the professional knowledge level and the creative thinking ability of the students by establishing the intrinsic logic relation between the research direction and the creative thinking modes.

  12. 对高等数学教学中培养学生创造性思维的认识%Cultivating students ' creative thinking in the teaching of higher mathematics

    Institute of Scientific and Technical Information of China (English)

    郭占海

    2013-01-01

    In the face of "Qian Xue-sen asked" why we are always not top-notch talent? The answer is only through reform of education to cultivate more talents, and the needs of the reform is not only the teaching ability of teachers, students need creative thinking. So how to cultivate creative thinking of students, their features and concept worthy of our attention. This paper discusses the methods of cultivating students' creative thinking in the teaching of higher mathematics education, to analyze how to use these methods to improve the ability and value of students.%  面对“钱学森之问”为什么我们现在总是冒不出拔尖人才?答案是只有经过改革的教育才能够培养更多的人才,而改革需要的不仅是教师的教学能力,更需要学生的创造性思维。因此在如何培养学生的创造性思维问题上,其特点以及概念值得我们深思。本文通过对高等数学教育教学中培养学生创造性思维的方法进行探讨,从而分析如何利用这些方法提高学生的能力与价值。

  13. 工程材料教学中创新思维能力的培养%Training of Creative Thinking Ability in Engineering Materials Teaching

    Institute of Scientific and Technical Information of China (English)

    梁克炳

    2011-01-01

    应用创新思维的基本原理,先进的教育理念,开放式的教育方式,探索培养学生的创新思维能力,结合具体实例,激发学习兴趣,鼓励探索,树立创新信心,以新颖的思路和独特的方式解决问题。%This paper focuses on cultivating students' ability of creative thinking through the theories of creative thinking,advanced education concepts and open education.This paper will use examples to discuss how to generate students' interests,how to encourage their exploration spirit,how to build their confidence and how to solve problems through new methods.

  14. Compositional Homology and Creative Thinking

    Directory of Open Access Journals (Sweden)

    Salvatore Tedesco

    2015-05-01

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

  15. On Developing Students' Ability of Creative Thinking in College Chinese Teaching%浅谈大学语文教学中创造性思维能力的培养

    Institute of Scientific and Technical Information of China (English)

    张成

    2011-01-01

    That how to foster creative thinking ability of undergraduates is a forever topic in light ofthe requirements of the times and social development. From the angle of thinking training in college Chinese teaching practice, this paper discusses how to develop students" ability of creative thinking from five perspectives: cultivation of independent thinking habit, the collective discussion method, contrast and contact method, imagination and association, improvement of logic thinking ability, so as to make college Chinese teaching more effective.%时代的发展要求大学生必须具备较高的创造性思维能力。以大学语文教学实践中的思维训练为基础。从独立思维习惯养成、集体讨论法、对比和联系法、想象和联想、逻辑思维能力提升等5个方面来探讨学生创造性思维能力的培养,从而促使大学语文教学取得更好实效。

  16. The effectiveness of teaching strategies for creativity in a nursing concepts teaching protocol on the creative thinking of two-year RN-BSN students.

    Science.gov (United States)

    Ku, Ya-Lie; Kao Lo, Chi-Hui; Wang, Jing-Jy; Lee Hsieh, Jane; Chen, Kuei-Min

    2002-06-01

    Because of changes in the medical environment, nurses must maintain the ability of divergent thinking to solve the health problems of patients. However, many nurses whose work in clinical practice has become routine have lost the ability of creativity. To cultivate nurses creativity should be a goal of nursing education. The purpose of this study is to evaluate a nursing concepts teaching protocol by utilizing teaching strategies directed toward creativity to promote creativity in two-year RN-BSN students. This study design is a time series and one group experiment utilizing multiple instances of treatment. Teaching strategies for creativity were applied to a teaching unit and 52 two-year RN-BSN students were tested for creativity before the end of each semester. This study was conducted from March, 1999 to May, 2000, but only 30 students completed all tests and reached a 58% return rate. Torrance s (1974) definitions of creativity includ fluency, flexibility, and uniqueness were followed and the instrument, a questionnaire on Creativity in the application of the Nursing Process Tool (CNPT), was designed based on Emerson (1988). The content validity of Chinese-version CNPT was.79. The inter-coder reliability between two researchers was.84 following a coding guide that ten nursing education experts had established. The results indicated that 30 two-year RN-BSN students had improved fluency and flexibility. The improvements reached a significant level after the third semester. Only uniqueness declined. It is suggested that nursing faculty apply teaching strategies uniqueness more often in a teaching protocol of nursing concepts. By utilizing teaching strategies of creativity in a teaching protocol of nursing concepts, it is expected that two-year RN-BSN students can acquire characteristics of creativity for problem-solving skills in clinical settings.

  17. 浅谈体育教学中学生创造性思维的激发与培养%Arouse and Cultivate Students’ Creative Thinking in Sports Teaching

    Institute of Scientific and Technical Information of China (English)

    施祖会

    2014-01-01

    In the sports teaching ,cultivating students’creative thinking is preliminary experience and methods of training students for creative activity relying on physical education teaching contents, cultivating students’innovation consciousness, has an important significance to improve the quality of physical education teaching.%体育教学中培养学生的创造性思维,是凭借体育教学内容,训练学生进行创造性活动的初步经验和方法,培养学生的创新意识,对提高体育教学的质量有重要意义。

  18. 浅析数学教学中创造性思维能力的培养%Analysis of Cultivating Students' Creative Thinking Ability in Mathematics Teaching

    Institute of Scientific and Technical Information of China (English)

    曹学光

    2013-01-01

    To cultivate the quality of students' creative thinking is an important part of mathematics curriculum standard, and it is the responsibility of the math teachers for focusing on cultivating students' the quality of thinking and improving the level of thinking.%  培养学生创造性思维品质是数学课标的一个重要环节,在教学中注重培养学生的思维品质、提高思维水平是数学教师的职责。

  19. STUDY CREATIVE THINKING OF STUDENTS OF PEDAGOGICAL HIGH SCHOOL

    Directory of Open Access Journals (Sweden)

    Diana Valerievna Zhuina

    2015-05-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

  1. 对在小学体育教学中培养学生创造性思维的研究%Study on the Cultivation of Students’ Creative Thinking in Physical Education Teaching in Primary School

    Institute of Scientific and Technical Information of China (English)

    仇小勇

    2014-01-01

    The primary school stage is an important period for the cultivation of students’ quality. As a primary schoolteacher of physical education should be aware of their responsibilities,to constantly thinking method to train the students’ creative thinking in the daily teaching, improve teaching quality,to contribute to the comprehensive development of students in the future.%小学阶段是培养学生素质的重要时期。作为一名小学体育老师要认识到自己的责任,在日常教学中要不断思考培养学生创造性思维的方法,提高教学质量,为学生今后的全面发展作出贡献。

  2. 初中语文教学中发展学生创造思维能力浅探%Development of Students' Creative Thinking Ability in Junior High School Chinese Language Teaching

    Institute of Scientific and Technical Information of China (English)

    舒悦红

    2014-01-01

    创造思维能力是学生思维能力中最重要和最高级的能力,本文拟从初中语文教学中课堂情境的创设、语文课外活动的开展、学生思维方式的训练三个方面谈谈如何发展学生的创造思维能力。%Creative thinking ability is the most important and the most advanced capabilities of students' thinking ability, this paper from a junior high school language teaching in the classroom context creation, to carry out language extracurricular activities, training of students to talk about three aspects of the way of thinking of how to develop students' creative thinking capacity.

  3. Creative Thinking in the Teaching of Advanced Mathematics%高等数学教学中创新思维的研究与实践

    Institute of Scientific and Technical Information of China (English)

    王霞

    2014-01-01

    This paper explored the meaning and characteristics of mathematical creative thinking, expounded on the idea that advanced mathematics itself contains a wealth of mathematical innovative thinking. The idea was put into practice in the cources of derivative concept and the fundamental theorem of calculus so as to realize our goal.%探究了数学创新思维的含义与特征,阐述了高等数学内容本身蕴含了丰富的数学创新思维,以导数概念与微积分基本定理的教学为例,实践了数学创新思维的过程,达到了对学生进行数学创新思维能力培养的目的。

  4. Structural Character of Thinking of Knowledge and Its Significance of Teaching on Creative Thinking%知识的思维结构特性及其在创新思维培养中的教学论意义

    Institute of Scientific and Technical Information of China (English)

    钟学斌; 林祺胜

    2001-01-01

    Knowledge is related to a definite process of thinking. Gaining knowledge is the process of thinking expanding with some “fractions” of thinking being joined and constructed, while the structure of thinking is being regularized. The structure of knowledge would be divided into “proportional structure”and “organized structure”. Creative thinking rising is depended on the function of “organized structure” of knowledge. If knowledge is organized more well, creative thinking will be gained more easy. And then, In the course of teaching, emphasizing on the process of thinking in knowledge to improve student's knowledge structure is available for training their ability of creative thinking.%知识是与具体的思维过程相联系的。知识的获得本质上是思维过程的延伸和扩展。这种延伸和扩展既是思维过程的“片段”不断组接和构建的过程,同时也是知识结构化和调整的过程。知识结构应区分为“组成比例结构”和“组织性结构”两种形态,创造性思维是知识的“组织性结构”活性的一种功能表现,本质上仍然是思维的延伸和扩展,但主要以横向知识的沟通为特征,横向知识之间的联系越充分就越有利于创造性思维的激发。基于此,在教学中,对知识背后的思维过程予以强调以完善学生的知识结构将有利于培养学生的创新思维能力。

  5. 风景园林规划设计课程中创造性思维的培养%Cultivating Creative Thinking in the Courses of Landscape Planning and Design

    Institute of Scientific and Technical Information of China (English)

    张文英

    2011-01-01

    风景园林规划设计课程的教育中,应当避免单纯以教授学生职业技能为主要目的,而应激发学生的创造力.创造性思维能力是设计创造力的核心,设计水平的提高必须从创造性思维培养人手,从而培养学生的创新意识和创造能力.因此,创造性思维的培养是设计教育教学改革的重点方向.而如何找准创造性思维堵养的切入点,如何发现并解决教学中阻碍创造性思维的因素,如何有效地加强创造性思维的培养是奉文探讨的重点.%In education of landscape planning and design courses, only teaching the professional skill as the purpose should be avoided and the creative ability of students should be stimulated, and creative thinking is the core of design. In order to improve design level, the exercise of creative thinking ability must be reinforced, thus to cultivate the innovation consciousness and creative ability. It is the main direction in educational reform to cultivate the creative thinking. How to find the cutting point of cultivating creative thinking, how to find and solve the elements that block the creative thinking, and how to emphasize cultivating the creative thinking effectively are the main purpose of this article.

  6. Is Air War College Teaching the Right Leadership Skill Sets?

    Science.gov (United States)

    2008-02-15

    skill sets identified by the Stratified Systems Theory: abstract thinking ; high level analysis; assimilating, analyzing, comprehending and integrating...Organizational and Mission Success Through Enterprise Integration Abstract Thinking Creative Thinking; Understanding Indirect Effects Conceptual

  7. A sample study on synectics activities from creative thinking methods: creativity from the perspective of children

    Directory of Open Access Journals (Sweden)

    Aysun Öztuna Kaplan

    2011-10-01

    Full Text Available The study was derived from an action research on the use of synectics in creative thinking methods in science and technology teaching. There were three main application steps in the action research, which was designed to help students in gaining creative thinking skills. In the research, which had lasted for one teaching semester, the teacher firstly fulfilled two different applications to make the students get used to the synectics technique. First of these applications was to redefine the concept of creativity. This was followed by the activity of designing a dynamometer. In the third stage, these students were asked to develop a creative project in three or four-person groups in one semester. The researcher continued synectics activities with the project group one by one in the same period. In the redefinition of the concept of creativity, which was the first stage of the action research, synectics methods were used. The research was made along the moment and action unit, which is the second unit of 7th grade science and technology class, in 2009-2010 teaching year. The population of the research was composed of 43 seventh graders in a public school in Istanbul. In the research, in which the students define the concept of creativity, “making the strange familiar” method (Hummell, 2004, which is one of the two basic implementations and is composed of six stages, was used. The students reached their own definitions of creativity at the end of this process, which started with building direct analogies and ended with creating original end-products. It was seen that the students began to see creativity in a different way and to perceive it as a process at the end of the synectics applications, rather than just an activity aiming at creation of an original product.

  8. A Preliminary Study on the Introduction of Creative Thinking Training in the Teaching of“Design Methodology”%“设计方法学”课程教学中创造性思维训练模式初探

    Institute of Scientific and Technical Information of China (English)

    陈胜利

    2016-01-01

    艺术设计教育的迅速发展,使创造性思维训练也愈来愈受重视。江汉大学设计学院尝试以“设计方法学”课程为载体结合专业赛事,采用学生协同设计;学生为主、教师为辅的开放式教学;学生、教师、专业评委第三方评价考核等方式,将创造性思维训练环节导入课程教学中,调动学生主动性,拓展学生创造性思维,提高教学效果。%The rapid development of art design education, the training of creative thinking is also more and more attention. Jianghan University Design College tries to take“design method”as the carrier with professional events, use the students' col-laborative design;student-centered, teacher supplemented by open teaching, students, teachers, professional judges third-party evaluation, to links creative thinking training into teaching, mobilizing students' initiative, developing students' creative think-ing and improving teaching effect.

  9. How to Cultivate Students’ Creative Thinking in Mathematics Teaching in High School%如何在高中数学教学中培养学生的创新思维

    Institute of Scientific and Technical Information of China (English)

    卢玉玺

    2014-01-01

    The cultivation of innovative thinking is mainly based on the application of diversified methods and teaching strategy ,this can guide students to study independently,solve mathematical problems by full playing their own subjective initiative to .Application of innovative thinking method can help students to break the traditional thinking pattern and trap,so as to guide students to master new learning methods and form a good habit of independent learning.This article will be on how to effectively cultivate high school students mathematics creative thinking , talk about their own views and understanding, for your reference.%创新思维的培养主要是基于多元化方法和教学策略的应用,引导学生自主学习,通过充分发挥自己的主观能动性来解决具体的数学问题。创新思维方法的应用,可以帮助学生打破传统的思维的定式、窠臼,从而引导学生掌握新的学习方法,养成良好的自主学习习惯。将对如何有效培养高中生数学创新思维,谈一下观点和认识,以供参考。

  10. Research on the Cultivation of Creative Thinking in High School Mathematics Teaching%关于高中数学教学中创造性思维的培养研究

    Institute of Scientific and Technical Information of China (English)

    刘洪亮

    2012-01-01

    创造性思维的培养是高中数学教学的一项重要任务,创造性思维能够促进学生独立思考,发现问题,解决问题,从而提高学生学习的积极性与主动性,并且创造性思维能够帮助学生比较简便迅速地解答出数学题目。因而,高中数学教学与创造性思维的培养是相辅相成、相互促进的关系。在高中数学教学过程中,要支持和鼓励学生敢于提出疑问,敢于创新,鼓励他们进行独立思考,通过自己的不断探索得出问题的结论,培养学生创新思维和创造能力。本文主要介绍了在高中数学中如何渗透学生创新能力和创造性思维的培养。%The cultivation of creative thought is an important task in high school mathematics teaching,for creative thought can promote students' independent thinking and enhance students' enthusiasm and initiative in learning.Thus,high school mathematics teaching and the cultivation of creative thought are closely related.In high school mathematics teaching,teachers must support and encourage students to propose the question and innovate,encourage their independent thinking,and encourage them to obtain the conclusions through their own unceasing exploration.This paper mainly introduces how to infiltrate the cultivation of students' creative thinking into high school mathematics teaching.

  11. A Pharmacy Elective Course on Creative Thinking, Innovation, and TED Talks.

    Science.gov (United States)

    Cain, Jeff

    2016-12-25

    Objective. To implement and assess an elective course designed to enhance student creative thinking and presentation skills. Design. A two-credit elective course was developed that incorporated creative-thinking exercises, article discussions pertaining to creativity, TED Talk (TED Conferences, New York, NY) analyses, and presentation design and delivery exercises. Assessment. Assessment instruments included pre- and post-course Torrance Tests of Creative Thinking (TTCT). A scoring rubric was developed and used to evaluate a final mock TED Talk presented to faculty and students. Course evaluations were also used to assess student experiences in the course. Students' TTCT verbal creativity scores increased significantly (p<0.05) during the course and their mock TED Talk mean scores (135±6.4) out of 150 were rated highly. Conclusion. The outcomes from this elective course confirmed that pharmacy students could develop and present an original "idea worth sharing" using the TED Talk format.

  12. Piano education and cultivation of students' creative thinking ability%钢琴教育与学生创造性思维能力的培养

    Institute of Scientific and Technical Information of China (English)

    齐心源

    2013-01-01

      Art is a kind of creation, is the divergent thinking and the creation of beauty. Human creativity is unlimited, people's thinking is broad and endless. The piano education, students' creative thinking ability is the key. The piano as a beautiful music art, to purify the mind, edify sentiment, to enable students to be creative thinking by playing the piano and express. Therefore, as a piano educator, not only teach the students' basic skills of piano playing, but also a key to a new soul, by piano education to cultivate students creative thinking ability. This paper mainly discusses the specific countermeasures to cultivate the ability of creative thinking in piano education.%  艺术是一种造物,是人们发散思维而进行的美的创造。人的创造能力是无限的,人的思维更是宽广而没有止境的。对于钢琴教育来说,学生的创造性思维能力非常关键。钢琴作为一种美好的音乐艺术,能够净化心灵,熏陶情感,使学生将创造性思维通过钢琴的演奏而表现出来。因此,作为钢琴教育工作者,不能仅仅教会学生钢琴演奏的基本技能,还要赋予每一个琴键以全新的灵魂,通过钢琴教育来有效培养学生的创造性思维能力。本文主要论述了钢琴教育中创新思维能力培养的具体对策。

  13. Creative Dance: Singapore Children's Creative Thinking and Problem-Solving Responses

    Science.gov (United States)

    Keun, Leong Lai; Hunt, Peggy

    2006-01-01

    An important outcome of Singapore's education system is the development of creative thinking skills. This project investigates the impact of a creative dance unit on a class of Primary One (seven-year-old) children's usage of bodily kinaesthetic intelligence to solve problems. One key objective was for the researchers to observe something new,…

  14. Using School Gardening as a Vehicle for Critical and Creative Thinking in Health Education

    Science.gov (United States)

    Ausherman, Judith A.; Ubbes, Valerie A.; Kowalski, Jacqueline

    2014-01-01

    This strategy is to provide health education teacher candidates with critical and creative thinking tools to explore gardening as a vehicle to integrate health education content with other subjects. According to the Competency-Based Framework for the Health Education Specialist (2010a), entry-level health educators should have skills and…

  15. Improving Science Attitude and Creative Thinking through Science Education Project: A Design, Implementation and Assessment

    Science.gov (United States)

    Sener, Nilay; Türk, Cumhur; Tas, Erol

    2015-01-01

    The purpose of this study is to examine the effects of a science education project implemented in different learning environments on secondary school students' creative thinking skills and their attitudes to science lesson. Within this scope, a total of 50 students who participated in the nature education project in Samsun City in 2014 make up the…

  16. The Pedagogy of Ingenuity in Science: An Exploration of Creative Thinking in the Secondary Science Classroom

    Science.gov (United States)

    Antink, Allison

    2012-01-01

    The importance of creative thinking in science cannot be overstated. Creativity is integral to the development of knowledge about the natural world and the knowledge, skills and abilities that support it are in need of greater understanding. The Next Generation Science Standards (2012) include practices that implicitly emphasize the creative…

  17. The Development of Creative Thinking and Its Relationship to IQ and Reading Achievement.

    Science.gov (United States)

    Hicks, Concetta G.

    1980-01-01

    An eight-week program designed to stimulate fluency, flexibility, and originality proved effective in enhancing the creative thinking skills of 23 fourth grade students. Significant correlations were found to exist between IQ and creativity and between reading achievement and creativity. (GT)

  18. 浅论现代篮球技术教学对大学男生的创造性思维引导%Discussion on modern basketball technology teaching on guide of college boys creative thinking

    Institute of Scientific and Technical Information of China (English)

    黄承忠

    2012-01-01

      高校的现代篮球技术教学,可以充分发挥学生的能动性和创造性,因此有效的激发了学生的学习积极性和能动性,从而使高校体育教学由传统的被动的学习变为主动练习和探索,教学成果非常明显。创造力的培养是我国教育体制改革的关键,创造力的核心就是创新性思维能力,创新性思维能力是通过后天的学习和训练培养出来的。现代篮球技术作为一门先进的体育技术,它对临场发挥的技术性和创造性要求非常高,这对培养学生的创造性思维有着非常良好的引导作用。%  The modern basketball technology teaching achievement was very obvious,which can give full play to students' initiative and creativity in colleges and universities, were effectively stimulated the students' learning enthusiasm and initiative , was from the traditional passive learning into active practice and exploration in the universities sports teaching. The cultivation of creativity is the key in our country education system reform,the core of creativity is the innovative thinking ability, it is acquired through learning and training. Modern basketball technology as an advanced sports technology, it was very high for facing a play and creative requirements, so the training of the students' creative thinking has a very good guidance function.

  19. Teaching Reading Skills

    Institute of Scientific and Technical Information of China (English)

    刘恒

    2014-01-01

    Reading skills are very important part in language teaching and learning. This paper is written after attending lectures given by an Australian teacher named Rod Ellis focusing on how to teach reading skills using authentic materials.

  20. The "Whistles" Stop Here: Encouraging Meaningful Creative Thinking in the Classroom.

    Science.gov (United States)

    Meador, Karen

    2001-01-01

    This article provides 20 principles to enable educators to identify meaningful creative activities for gifted students and avoid the superfluous "whistles". Activities should: value creative thinking, make children more sensitive to environmental stimuli, encourage manipulation of objects and ideas, develop tolerance for new ideas, and teach how…

  1. Information Processing and Creative Thinking Abilities of Residential and Non-Residential School Children

    Directory of Open Access Journals (Sweden)

    Atasi Mohanty

    2015-10-01

    Full Text Available This study attempts to assess and compare the residential and non-residential schoolchildren in information-processing skills and creative thinking abilities. A sample of 80 children from Classes 5 and 7 were selected from two types of schools, residential/ashram (02 and non-residential/formal schools (02 in Bolpur subdivision of West Bengal in India where the medium of instruction is Bengali language/mother-tongue. All the children were individually administered the PASS (Planning, Attention, Simultaneous, Successive, Stroop, Matching Familiar Figure Test (MFFT-20, and creative thinking tasks. The residential school children were found to perform better both in information processing and creative thinking tasks. The developmental trend could not be clearly observed due to small sample size, but with increasing age, children were using better processing strategies. Due to ashram environment, creative pedagogy, and various co-curricular activities, the residential school children were found to be more creative than their formal school counterparts. Moreover, some significant positive correlations were found among information processing skills and creative thinking dimensions.

  2. 迸发思维的光芒--如何在初中语文课堂教学中培养学生的创造性思维%Burst Forth Thinking---How to Cultivate Students’Creative Thinking in Junior Middle School Chinese Classroom Teaching

    Institute of Scientific and Technical Information of China (English)

    白海烨

    2014-01-01

    “Compulsory Education Chinese Course Standard”explicitly pointed ou that,the junior middle school Chinese teaching should pay attention to the cultivating of students’ creative thinking. But creative education in junior middle school Chinese teaching, is a neglected and hard work. From the existing problems in Chinese classroom teaching in junior middle school, analyze how to cultivate the students ’ creative thinking in Chinese classroom teaching in middle school,to let the students burst thinking.%《义务教育语文课程标准》明确提出,初中语文教学要注重培养学生的创造性思维,而初中语文教学中的创新教育,是一项易被忽视而又艰巨的工作。从初中语文课堂教学中存在的问题入手,分析了如何在初中语文课堂教学中培养学生的创造性思维,让学生迸发思维的光芒。

  3. Neural correlates of creative thinking and schizotypy.

    Science.gov (United States)

    Park, Haeme R P; Kirk, Ian J; Waldie, Karen E

    2015-07-01

    Empirical studies indicate a link between creativity and schizotypal personality traits, where individuals who score highly on schizotypy measures also display greater levels of creative behaviour. However, the exact nature of this relationship is not yet clear, with only a few studies examining this association using neuroimaging methods. In the present study, the neural substrates of creative thinking were assessed with a drawing task paradigm in healthy individuals using fMRI. These regions were then statistically correlated with the participants' level of schizotypy as measured by the Oxford-Liverpool Inventory of Feelings and Experiences (O-LIFE), which is a questionnaire consisting of four dimensions. Neural activations associated with the creativity task were observed in bilateral inferior temporal gyri, left insula, left parietal lobule, right angular gyrus, as well as regions in the prefrontal cortex. This widespread pattern of activation suggests that creative thinking utilises multiple neurocognitive networks, with creative production being the result of collaboration between these regions. Furthermore, the correlational analyses found the Unusual Experiences factor of the O-LIFE to be the most common dimension associated with these areas, followed by the Impulsive Nonconformity dimension. These correlations were negative, indicating that individuals who scored the highest in these factors displayed the least amount of activation when performing the creative task. This is in line with the idea that 'less is more' for creativity, where the deactivation of specific cortical areas may facilitate creativity. Thus, these findings contribute to the evidence of a common neural basis between creativity and schizotypy.

  4. How to cultivate students' creative thinking ability in public English teaching in higher vocational colleges--Taking Public English Teaching in Chien-shiung Institute of Technology as an example%如何在高职公共英语教学中培养学生创新思维能力--以健雄职业技术学院公共英语课程教学为例

    Institute of Scientific and Technical Information of China (English)

    陆敏英

    2014-01-01

    本文将探讨如何在高职公共英语教学中培养学生创新思维能力。心理学家认为,人类通过语言进行思维,创造性的思维只有在创造性的语言活动中得到培养。师生课堂教学活动英语化、情景化、课内外学习一体化的高职英语教学以及对学生评价体系的改变有利于培养学生创新思维能力。%This paper discusses how to cultivate students’ creative thinking ability in public English teaching in higher vocational colleges. Psychologists say, human think through language, creative thinking to get training in creative language activities. English teaching in higher vocational colleges and the students integrated evaluation system changes are conducive to the cultivation of students' creative thinking ability.

  5. Exploring Creative Thinking in Graphically Mediated Synchronous Dialogues

    Science.gov (United States)

    Wegerif, Rupert; McLaren, Bruce M.; Chamrada, Marian; Scheuer, Oliver; Mansour, Nasser; Miksatko, Jan; Williams, Mriga

    2010-01-01

    This paper reports on an aspect of the EC funded Argunaut project which researched and developed awareness tools for moderators of online dialogues. In this study we report on an investigation into the nature of creative thinking in online dialogues and whether or not this creative thinking can be coded for and recognized automatically such that…

  6. Observing Young Children's Creative Thinking: Engagement, Involvement and Persistence

    Science.gov (United States)

    Robson, Sue; Rowe, Victoria

    2012-01-01

    This paper looks at young children's creative thinking as inferred through observations of their activities. A total of 52 episodes of child-initiated and adult-initiated activities in 3- to 4-year-olds in an English Children's Centre were analysed using the Analysing Children's Creative Thinking (ACCT) Framework. Results showed that activities…

  7. Level of Student's Creative Thinking in Classroom Mathematics

    Science.gov (United States)

    Siswono, Tatag Yuli Eko

    2011-01-01

    It is reasonable to assume that people are creative, but the degree of creativity is different. The Idea of the level of student's creative thinking has been expressed by experts, such as Gotoh (2004), and Krulik and Rudnick (1999). The perspective of the mathematics creative thinking refers to a combination of logical and divergent thinking which…

  8. Leveling Students' Creative Thinking in Solving and Posing Mathematical Problem

    Science.gov (United States)

    Siswono, Tatag Yuli Eko

    2010-01-01

    Many researchers assume that people are creative, but their degree of creativity is different. The notion of creative thinking level has been discussed .by experts. The perspective of mathematics creative thinking refers to a combination of logical and divergent thinking which is based on intuition but has a conscious aim. The divergent thinking…

  9. 视觉传达设计专业教学中创意思维的培养%On the Cultivation of Creative Thinking in the Teaching of Visual Communication Design Major

    Institute of Scientific and Technical Information of China (English)

    马珂; 白晨; 李文芳

    2014-01-01

    视觉传达设计是一门使用创意思维进行信息传递的专业,通过对视觉传达设计专业的学生创意思维的培养,促使学生积累个人经验,提高对事物的理解和观察力,运用创造性的思维方法进行视觉表达,在教师与学生的互动交流过程中产生创意作品。%Visual communication design is a major of the trans-mission of information by using creative thinking. The cultivation of visual communication design students' creative thinking, can prompt them to accumulate personal experience and develop the understanding and observation of things, so that they will use creative thinking to carry out visual communication and creative works will be produced in the interaction between teachers and students.

  10. How to Develop Students’ Creative Thinking%如何培养学生的创造性思维

    Institute of Scientific and Technical Information of China (English)

    马玉萍

    2014-01-01

    Nowadays,with the development of science and technology,the society has the big demand for talent.So the creative thinking becomes an important role in teaching.It is not only let teacher to teach students basic knowledge,but also to nurture students’ creative thinking.%随着当今科学技术的发展,对人才的需求要求教师在教学中不但要教给学生基础的知识,还要培养学生的创造性思维。

  11. Development in teaching skills

    NARCIS (Netherlands)

    van de Grift, W.; van der Wal, M.; Torenbeek, M.

    2011-01-01

    Teaching skills are observed in samples of primary schools in the Netherlands, Belgium, Germany, Slowakia, Croatia and Scotland. A sequential level of difficulty in teaching skills has been observed. Activities in the domains 'ensuring a safe and stimulating environment' and 'efficient lesson organi

  12. Teaching Creative Thinking through Architectural Design

    Science.gov (United States)

    Jeon, Kijeong; Cotner, Teresa L.

    2010-01-01

    Art and art education are open to broader definitions in the twenty-first century. It is time that teachers seriously think about including built environment design in K-12 art education. The term "built environment" includes interior design, architecture, landscape architecture, and urban planning. Due to increased exposure to built environment…

  13. CREATIVE THINKING IN INNOVATION PROCESS DEVELOPMENT STRATEGY

    Directory of Open Access Journals (Sweden)

    Yuri N. Lapygin

    2014-01-01

    Full Text Available Currently, the process of strategic analysis andstrategy development process from a methodological point of view, there are separate from each other.At least, it is not clear why perform an analysis ofwhat happened in the past, if we are going to designsomething that does not exist yet? There are methods for the formation of the image of the future andbuild a strategically important targets. Of which thenbuilds up the development strategy of the organization. The paper shows the relationship betweenthese processes. The article discusses aspects of creative thinking and a set of factors that determinethe strategic decisions, as well as the relationshipof the process of analysis and synthesis. The research methodology is based on systems theory andmethods of strategic management. The research results can be used in the strategic development ofsocio-economic systems of various types and forms.

  14. Unilateral muscle contractions enhance creative thinking.

    Science.gov (United States)

    Goldstein, Abraham; Revivo, Ketty; Kreitler, Michal; Metuki, Nili

    2010-12-01

    Following the notion of relative importance of the right hemisphere (RH) in creative thinking, we explored the possibility of enhancing creative problem solving by artificially activating the RH ahead of time using unilateral hand contractions. Participants attempted to complete the Remote Associates Test after squeezing a ball with either their left or right hand. As predicted, participants who contracted their left hand (thus activating the RH) achieved higher scores than those who used their right hand and those who did not contract either hand. Our findings indicate that tilting the hemispheric balance toward the processing mode of one hemisphere by motor activation can greatly influence the outcome of thought processes. Regardless of the specific mechanism involved, this technique has the potential for acting as a therapeutic or remedial manipulation and could have wide applications in aiding individuals with language impairments or other disorders that are believed to be related to hemispheric imbalances.

  15. How to Foster Students’ Creative Thinking on Plane Structure%怎样培养学生在平面构成中的创意思维

    Institute of Scientific and Technical Information of China (English)

    张会宽

    2001-01-01

    探讨平面构成教学中的创意思维,培养创意思维的能力及引导学生运用创意思维的表现手段。%The paper discusses creative thinking in the teaching of plane composition,ways to use creative thinking and means of grasping creative design.

  16. The Time Value of Qu Qiubai’s Creative Thinking

    Institute of Scientific and Technical Information of China (English)

    DENG Hui-jun

    2014-01-01

    Qu Qiubai is a Marxist, proletarian revolutionist, great thinker and theorist who was never afraid of conducting cre-ative thinking. It is creative thinking that have helped Qu Qiubai to accurately feel the pulse of the times, to timely respond to the requirement of the times and to scientifically answer the realist question raised by times in carrying out the China ’s revolu-tionary theory into practice. In a word, creative thinking gave full demonstration to Qu Qiu bai ’s time value by following the general trend and requirements of history and keeping up with the times.

  17. 创新思维培养与工程制图教学改革实践%The Creative Thinking Training and the Teaching Reform Practice in Engineering Drawing

    Institute of Scientific and Technical Information of China (English)

    付强; 曹霞; 陈爽

    2012-01-01

    创新思维培养是21世纪我国高等工程教育面临的一个重大课题,也是高素质工程人才培养的基本要素。《工程制图》课程在培养学生创造性思维能力和创造性精神品格上具有其他学科不可替代的优势。在详细分析《工程制图》课程教学中培养学生创造性思维能力的必要性和可行性的基础上,重点研究以该课程内容为载体,从化整为零、发散思维、灵活应变、团队协作等多方面培养学生创新能力的训练方法。%Creative thinking training is a major issue that the higher engineering educations in China facing in the 21st century, and also the basic element of fostering high quality talents. The Engineering Drawing course has an irreplaceable role in the creative thinking training and the character of creative spirit of students apart from other courses. In this paper,on the basis of detailed analysis in the necessity and feasibility of the creative thinking training during the Engineering Drawing course, we espe- cially focused on the contents of the course, researching the training methods and practical effects in fostering the creative ability of the students in many ways as breaking down into elements,divergent thinking,flexibility and teamwork.

  18. Introduction to Art Teaching and the Creative Thinking Training of Animation College Students%艺术概论教学与动画大学生创造性思维的培养

    Institute of Scientific and Technical Information of China (English)

    赫灵华

    2012-01-01

    Animation is a creative practice, Introduction to Art as an animation professional basic theory required course, plays an important role for the culture of the creative thinking of the animation students.%动画创作是一种创造性的实践活动,艺术概论作为一门动画专业基础理论必修课,对于培养动画大学生的创造性思维有着重要的作用。

  19. On the Cultivation of Junior High School Physics Teaching Students Creative Thinking Ability%浅谈初中物理教学中学生创造性思维能力的培养

    Institute of Scientific and Technical Information of China (English)

    尹强

    2014-01-01

    As a junior high school physical education workers,we should take various effective means, stimulate the students’ independent thinking and innovation consciousness, promote the development of students’ creative thinking, for conveying talents with creative ability for the society.%作为一名初中物理教育工作者,应通过采取各种有效手段,激发学生独立思考和创新意识,促进学生创造性思维的发展,争取为社会输送出具有创新能力的优秀人才。

  20. TEACHING INTERPERSONAL SKILLS

    DEFF Research Database (Denmark)

    Andersson, Niclas

    2009-01-01

    In addition to the traditional learning outcomes for technical disciplinary knowledge, the CDIO-syllabus also specifies personal and interpersonal learning outcomes. The argument for teaching interpersonal skills rest upon the team-based working environment that is typical for engineers, where...... knowledge and skills in teamwork, leadership, and communications are highly required. Thus, the practice of interpersonal skills need to be implemented in engineering teaching, not only in terms of learning objectives, but realised in practical teaching activities and as an integrated part...... of the examination. This study aims at presenting and reviewing a practical approach to teaching of interpersonal skills, referred to as the Social Risk Analysis, which has been applied and integrated into the curriculum of two engineering courses. The Social Risk Analysis encourages and imposes a critical review...

  1. THE ANALYSIS OF STUDENTS’ CREATIVE THINKING ABILITY USING MIND MAP IN BIOTECHNOLOGY COURSE

    Directory of Open Access Journals (Sweden)

    B. Fatmawati

    2016-11-01

    Full Text Available Process of learning which generally practiced nowadays is mostly in the form of face-to-face (lecturing and one way communication. Sometimes the students are given tasks to fulfill the material target in one semester such as papers, internet-based summary, and/or other articles. Such things cause learners accustomed to convergent thinking and not to divergent thinking. Mind map is one of creative products which conducted by learners in learning process. Learning with mind map focuses more on the activeness and creative activity of the students. It will improve their ability to memorize and strengthen concept understanding of the student, and improve their creative thinking ability. This research was focused to analysis the creative thinking skills students using mind mapping in biotechnology course. The participant was students of Biology Education (N=55 consisting of two team that was team A (N=25 and team B (N=30. The result showed gain value of each team of creative thinking skills which were: team A (0.62 with three category: low (8%, average (40%, and high (52%. Team B (0,04 with three category: low (80%, average (10% and high (10%.

  2. LEVELING STUDENTS’ CREATIVE THINKING IN SOLVING AND POSING MATHEMATICAL PROBLEM

    Directory of Open Access Journals (Sweden)

    Tatag Yuli Eko Siswono

    2010-07-01

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

  3. 浅析初中英语课堂中创新思维的培养%Cultivate Creative Thinking in Junior School English Classroom

    Institute of Scientific and Technical Information of China (English)

    金伟丽

    2012-01-01

    Education is the power source of innovation, knowledge and skills required by innovation is in the classroom teaching, it depends on the training and strengthening of the subjects of classroom teaching. This article talks about some experience and practice to cultivate creative thinking in the English classroom reading instruction.%教育是创新的源动力,创新所需要的知识与技能主要是在课堂教学中进行,它有赖于各科课堂教学的训练和强化。本文就此略谈在英语课堂阅读教学中培养创新思维的一些体会与做法。

  4. Influence of Previous Knowledge in Torrance Tests of Creative Thinking

    Directory of Open Access Journals (Sweden)

    María Aranguren

    2015-07-01

    Full Text Available The aim of this work is to analyze the influence of study field, expertise and recreational activities participation in Torrance Tests of Creative Thinking (TTCT, 1974 performance. Several hypotheses were postulated to explore the possible effects of previous knowledge in TTCT verbal and TTCT figural university students’ outcomes. Participants in this study included 418 students from five study fields: Psychology;Philosophy and Literature, Music; Engineering; and Journalism and Advertising (Communication Sciences. Results found in this research seem to indicate that there in none influence of the study field, expertise and recreational activities participation in neither of the TTCT tests. Instead, the findings seem to suggest some kind of interaction between certain skills needed to succeed in specific studies fields and performance on creativity tests, such as the TTCT. These results imply that TTCT is a useful and valid instrument to measure creativity and that some cognitive process involved in innovative thinking can be promoted using different intervention programs in schools and universities regardless the students study field.

  5. Teaching Receptive Skills

    Institute of Scientific and Technical Information of China (English)

    Russell Stannard

    2005-01-01

    @@ Many ELT practitioners believe that listening is one of the most important skills that can be developed. The argument is that if students can develop their listening skills they can begin to learn themselves, they can become autonomous and learn in the way many native speakers learn their first language through hearing. When I teach listening in the class I think there are six main considerations that underpin my approach.

  6. Teaching Professional Engineering Skills

    DEFF Research Database (Denmark)

    Andersson, Niclas; Andersson, Pernille Hammar

    2010-01-01

    Engineering education aims at providing students with sufficient disciplinary knowledge of science and engineering principles in order for them to become successful engineers. However, to fulfil their roles as professional engineers, students also need to develop personal and interpersonal skills......, as well as professional skills, in order to implement and apply their theoretical and technical knowledge in a real context. CDIO constitutes a comprehensive approach to engineering education in which these additional skills represent fundamental principles besides the predominant technical knowledge....... The implementation of professional skills as well as personal and interpersonal skills in engineering teaching must be done, however, without reducing the existing curriculum of technical disciplines and still allow for the continuous acquisition of new technical knowledge. The general purpose of this study...

  7. Teaching Presentation Skills

    Science.gov (United States)

    Baker, William H.; Thompson, Michael P.

    2004-01-01

    Effective teaching of presentation skills focuses on the most important element of the presentation--the message itself. Some instructors place the heaviest emphasis on the messenger (the presenter) and focus their presentation feedback on all the presenter is doing wrong--saying "um," gesturing awkwardly, and so forth. When students receive this…

  8. Current methodology and methods in psychophysiological studies of creative thinking.

    Science.gov (United States)

    Bechtereva, N P; Danko, S G; Medvedev, S V

    2007-05-01

    Important points on methodology and detailed description of methods used in polymodal psychophysiological studies of human verbal creative thinking are presented. The psychophysiological studies were conducted with healthy volunteers during implementations of specially developed and adapted psychological tests aimed to bring the subjects into states of verbal creative thinking. Four different task sets ("story composition", "associative chains", "original definitions", "proverb sense flipping") were developed and applied. Positron emission tomography of regional cerebral blood flow (rCBF) and state-related quantitative electroencephalography (power and coherence evaluated) were used. The effectiveness of the methods is illustrated with figures.

  9. A Case on Improving Students’ Creative Thinking in a Reading Class

    Institute of Scientific and Technical Information of China (English)

    顾卫国

    2008-01-01

    Nowadays improving students’ creative thinking has become more and more important in an English reading class.We can stimulate students’ creating thinking by asking and answering questions and improve students’ creating thinking by predicting,imaging or guessing.We can also develop students’ creative thinking by looking for the topic or the main idea and enrich students’ creative thinking by practicing.

  10. Secondary Teachers' Conceptions of Creative Thinking within the Context of Environmental Education

    Science.gov (United States)

    Daskolia, Maria; Dimos, Athanasios; Kampylis, Panagiotis G.

    2012-01-01

    Creative thinking in Environmental Education (EE) remains greatly under researched topic. Research on teachers' conceptions of creative thinking within EE context is also limited, although their role in facilitating creative thinking in students is well documented. The small-scale qualitative study presented here investigates Greek secondary…

  11. Creative Thinking: An Integral Part of Effective Business Communication.

    Science.gov (United States)

    Spencer, Barbara; Lehman, Carol M.

    1991-01-01

    Recommends a technique designed to foster creative thinking in the business communication classroom. Describes an approach that incorporates several different communication tools, including analytical letter reports, oral presentations, and the use of computer-based technology in an ill-structured problem situation. (KEH)

  12. Physics Textbooks: Do They Promote or Inhibit Students' Creative Thinking

    Science.gov (United States)

    Klieger, Aviva; Sherman, Guy

    2015-01-01

    Creativity can be viewed from different perspectives, such as the creative thinking process, the product, the creative environment and the individual. The physics domain, which is based on experiments, research, hypotheses and thinking outside the box, can serve as an excellent grounding for creativity development. This article focuses on creative…

  13. Critical and Creative Thinking Nexus: Learning Experiences of Doctoral Students

    Science.gov (United States)

    Brodin, Eva M.

    2016-01-01

    Critical and creative thinking constitute important learning outcomes at doctoral level across the world. While the literature on doctoral education illuminates this matter through the lens of experienced senior researchers, the doctoral students' own perspective is missing. Based upon interviews with 14 doctoral students from four disciplines at…

  14. Assessment of Creative Thinking across Cultures Using the Torrance Tests of Creative Thinking (TTCT): Translation and Validity Issues

    Science.gov (United States)

    Yarbrough, Nükhet D.

    2016-01-01

    As part of a project to translate and administer the Torrance Tests of Creative Thinking (TTCT) to Turkish elementary and secondary students, 35 professionals were trained in a full-day workshop to learn to score the verbal TTCT. All trainees scored the same 4 sets of TTCT verbal criterion tests for fluency, flexibility, and originality by filling…

  15. 论数学中创造思维的培养%Concerning the cultivation of creative thinking in mathematics

    Institute of Scientific and Technical Information of China (English)

    任红波

    2015-01-01

    Mathematics is the basic subject in natural science, cultivate the students' creative thinking in mathematics teaching, the innovation method of study is very necessary.%数学是自然科学中的基础学科,在数学教学中培养学生的创造性思维,创新学习方法是非常必要的。

  16. Teaching Creativity through Inquiry Science

    Science.gov (United States)

    Thompson, Taylor

    2017-01-01

    The experience that students gain through creative thinking contributes to their readiness for the 21st century. For this and other reasons, educators have always considered creative thinking as a desirable part of any curriculum. The focus of this article is on teaching creative thinking in K-12 science as a way to serve all students and,…

  17. Teacher and Student Perceptions of Critical and Creative Thinking within a Science Programme for High Ability Females in Singapore: Implications for Classroom Practice and Staff Development

    Science.gov (United States)

    Slatter, Christopher John

    2009-01-01

    It can be rationalised that the education of high ability students is of immense importance to society, based on the principle that many of tomorrow's pioneers within the field of science will originate from this group of individuals. Consequently, these students must be equipped with critical and creative thinking skills to fulfil their…

  18. The Analysing Children's Creative Thinking Framework: Development of an Observation-Led Approach to Identifying and Analysing Young Children's Creative Thinking

    Science.gov (United States)

    Robson, Sue

    2014-01-01

    Increased international recognition of the value of supporting creative thinking suggests the value of development of approaches to its identification in children. Development of an observation-led framework, the Analysing Children's Creative Thinking (ACCT) framework, is described, and a case made for the validity of inferring creative thinking…

  19. The combined effects of neurostimulation and priming on creative thinking. A preliminary tDCS study on dorsolateral prefrontal cortex.

    Science.gov (United States)

    Colombo, Barbara; Bartesaghi, Noemi; Simonelli, Luisa; Antonietti, Alessandro

    2015-01-01

    The role of prefrontal cortex (PFC) in influencing creative thinking has been investigated by many researchers who, while succeeding in proving an effective involvement of PFC, reported suggestive but sometimes conflicting results. In order to better understand the relationships between creative thinking and brain activation in a more specific area of the PFC, we explored the role of dorsolateral PFC (DLPFC). We devised an experimental protocol using transcranial direct-current stimulation (tDCS). The study was based on a 3 (kind of stimulation: anodal vs. cathodal vs. sham) × 2 (priming: divergent vs. convergent) design. Forty-five healthy adults were randomly assigned to one stimulation condition. Participants' creativity skills were assessed using the Product Improvement subtest from the Torrance Tests of Creative Thinking (TTCT). After 20 min of tDCS stimulation, participants were presented with visual images of common objects. Half of the participants were instructed to visualize themselves using the object in an unusual way (divergent priming), whereas the other half were asked to visualize themselves while using the object in a common way (convergent priming). Priming was aimed at inducing participants to adopt different attitudes toward the creative task. Afterwards, participants were asked to describe all of the possible uses of the objects that were presented. Participants' physiological activation was recorded using a biofeedback equipment. Results showed a significant effect of anodal stimulation that enhanced creative performance, but only after divergent priming. Participants showed lower skin temperature values after cathodal stimulation, a finding which is coherent with studies reporting that, when a task is not creative or creative thinking is not prompted, people show lower levels of arousal. Differences in individual levels of creativity as assessed by the Product Improvement test were not influential. The involvement of DLPFC in creativity has

  20. Interactive Teaching in Interpersonal Skills

    DEFF Research Database (Denmark)

    Christensen, Jørgen Erik; Karhu, Markku; Christensen, Cecillia

    2013-01-01

    Engineers are very much part of the ongoing globalization and they are encountering problems of cross-disciplinary nature. Team working skills respecting other peoples’ qualifications are required so therefore interpersonal skills are becoming more and more important, including communications...... skills, leadership and awareness. Consequently, educational programs for teaching engineers should work with the fact that the capability of communicating with people with different background competences is important, nevertheless the engineering education has traditionally focused on technical skills...

  1. On Cultivating Creative Thinking in Art Design%论艺术设计教育中创造性思维的培养

    Institute of Scientific and Technical Information of China (English)

    吴敬忠; 刘立策

    2011-01-01

    创造性思维是艺术设计中处于核心地位的思维能力,它以发散性思维为主要特征,讲究科学理性和艺术感性的融合,并强调灵感和直觉的运用。在艺术设计教育中培养学生的创造性思维能力,要让学生突破思维定势,学会发散思维;了解创造性思维的过程,学会捕捉灵感,形成创意;要改进评价机制,营造富有竞争力的艺术设计教学氛围来激励和启发学生的创造能力。%Creative thinking is the core of thinking ability in art design.Its main feature is divergent thinking.Creative thinking requires the integration of scientific reason and artistic sensibility.It emphasizes inspiration and intuition.To cultivate creative thinking in art design education,students must breakthrough old thinking model and learn to think divergently;they must understand the process of creative thinking and learn to capture inspiration to form creative ideas.The evaluation system should be improved to create a competitive atmosphere for art design teaching and motivate students' creativity.

  2. Modern Aspects of Schoolchildren’s Creative Thinking Development

    Directory of Open Access Journals (Sweden)

    Zhanar E. Sarsekeeva

    2014-11-01

    Full Text Available This article is about actual problems of schoolchildren’s creative thinking development. The changes happening in our society show absolutely different requirements to the younger generation than they were before which will become not only an active component of the state, but also the leading force in its further development in the closest future. Pedagogy of ideological dogmas, reproductive training, compounding and regulation of teacher and pupils’ activity corresponded to the society of totalitarian consciousness, priority of a political and ideological orientation in full measure. Nowadays pedagogical technologies differ in the rigid organization of school life, suppression of pupils’ initiative and independence, application of requirements and coercions. The personal focused technologies which gained new development at present moment are characterized by anthropocentricity, humanistic and psychotherapeutic orientation. They are aimed at versatile, free and creative development of the child. Only such active, creative personality is capable to realize in difficult social relationship of modern society. From the carried-out analysis of psychology and pedagogical literature it is possible to note that schoolchildren’s creative thinking development is becoming the priority direction.

  3. Functional Fixedness in Creative Thinking Tasks Depends on Stimulus Modality.

    Science.gov (United States)

    Chrysikou, Evangelia G; Motyka, Katharine; Nigro, Cristina; Yang, Song-I; Thompson-Schill, Sharon L

    2016-11-01

    Pictorial examples during creative thinking tasks can lead participants to fixate on these examples and reproduce their elements even when yielding suboptimal creative products. Semantic memory research may illuminate the cognitive processes underlying this effect. Here, we examined whether pictures and words differentially influence access to semantic knowledge for object concepts depending on whether the task is close- or open-ended. Participants viewed either names or pictures of everyday objects, or a combination of the two, and generated common, secondary, or ad hoc uses for them. Stimulus modality effects were assessed quantitatively through reaction times and qualitatively through a novel coding system, which classifies creative output on a continuum from top-down-driven to bottom-up-driven responses. Both analyses revealed differences across tasks. Importantly, for ad hoc uses, participants exposed to pictures generated more top-down-driven responses than those exposed to object names. These findings have implications for accounts of functional fixedness in creative thinking, as well as theories of semantic memory for object concepts.

  4. The Relationship between Creative Thinking Ability and Creative Personality of Preschoolers

    Science.gov (United States)

    Lee, Kyung-Hwa

    2005-01-01

    This study investigates the relationship between creative thinking ability and creative personality of preschoolers. Prior research showed that the correlation coefficient between creative thinking ability and creative personality of teenagers was very low (Hah, 1999), so this research was undertaken to validate the test and to examine how…

  5. Designscholar: Examining Creative Thinking in an Online Learning Community for Interior Design Graduate Students

    Science.gov (United States)

    Ransdell, Marlo Evelyn

    2009-01-01

    This study examined the creative thinking of interior design graduate students in an online learning community. This study considered potential changes in creative thinking (fluency, flexibility, originality, and elaboration) about design research resulting from peer-led online discussions. It further studied the learner characteristics of…

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

    Science.gov (United States)

    Sriwongchai, Arunee; Jantharajit, Nirat; Chookhampaeng, Sumalee

    2015-01-01

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

  7. Psychometric Evaluation of the Italian Adaptation of the Test of Inferential and Creative Thinking

    Science.gov (United States)

    Faraci, Palmira; Hell, Benedikt; Schuler, Heinz

    2016-01-01

    This article describes the psychometric properties of the Italian adaptation of the "Analyse des Schlussfolgernden und Kreativen Denkens" (ASK; Test of Inferential and Creative Thinking) for measuring inferential and creative thinking. The study aimed to (a) supply evidence for the factorial structure of the instrument, (b) describe its…

  8. The Effects of Computer Use on Creative Thinking among Kindergarten Children in Jordan

    Science.gov (United States)

    Shawareb, Aseel

    2011-01-01

    The objective of the current study was to examine the effect of early computer experience, using quasi-experimental design, on creative thinking among Jordanian kindergarten children. It intended to answer two main research questions. First, does adding a computer to a kindergarten environment enhance children's creative thinking? Second, does…

  9. Creative Thinking for 21st Century Composing Practices: Creativity Pedagogies across Disciplines

    Science.gov (United States)

    Lee, Sohui; Carpenter, Russell

    2015-01-01

    In this article, the authors explore the corpus of literature on creative thinking and applied creativity in higher education to help composition teacher-scholars and writing center practitioners improve the application of creativity in written, visual, and multimodal composing practices. From studies of creative thinking investigated across…

  10. Application of Reading skills of Literary Criticism to Teaching%文学批评阅读法在教学中的应用

    Institute of Scientific and Technical Information of China (English)

    尤培成; 张华

    2011-01-01

    From the perspective of literature criticism, students' position is redefined in the teaching process. By studying reading skills of literature criticism, a new teaching model is proposed focusing on students' creative thinking, active learning and reading skills.%采用文学批评视角观照教学过程,对学生的定位进行了新的界定。从研究文学批评阅读法的特点入手,探讨教学改革新思路,同时着重就如何启发学生创造性思维进行了研究探讨。

  11. Domain-General and Domain-Specific Creative-Thinking Tests: Effects of Gender and Item Content on Test Performance

    Science.gov (United States)

    Hong, Eunsook; Peng, Yun; O'Neil, Harold F., Jr.; Wu, Junbin

    2013-01-01

    The study examined the effects of gender and item content of domain-general and domain-specific creative-thinking tests on four subscale scores of creative-thinking (fluency, flexibility, originality, and elaboration). Chinese tenth-grade students (234 males and 244 females) participated in the study. Domain-general creative thinking was measured…

  12. 小学音乐教学中激发学生思维创新的措施%The Measures of Stimulating the Students’ Creative Thinking in Primary School Music Teaching

    Institute of Scientific and Technical Information of China (English)

    晏羽

    2014-01-01

    Primary school is the foundation stage of learning.Along with the reform of new curriculum,people pay more and more attention to the students’ innovation consciousness.It focuses on the study of music teaching,to provides some suggestions of stimulating students’ music thinking innovation.%小学是学习的基础阶段。随着新课标的改革,人们越来越重视培养学生的创新意识。围绕音乐教学进行研究,重点阐述激发学生音乐思维创新的措施。

  13. Teaching Methodology and Skills

    Institute of Scientific and Technical Information of China (English)

    薛西琴

    2002-01-01

    This article is to search for some practical methods in listening, speaking, reading and writing. Using Oxford English as the text book, I tried several teaching methods to stimulate students' interest in learning English and the effect is remarkable.

  14. Creative thinking in nursing education: preparing for tomorrow's challenges.

    Science.gov (United States)

    Le Storti, A J; Cullen, P A; Hanzlik, E M; Michiels, J M; Piano, L A; Ryan, P L; Johnson, W

    1999-01-01

    The present health care environment requires creative change, a thought that evokes both excitement and apprehension and offers a clear challenge for the contemporary nurse. In this era of capitation, re-engineering, and redesign in the health care system, nursing programs must prepare nurses who can successfully perform in an environment that demands innovative problem solving. Integrating creative problem solving into this BSN program has (1) provided students with information and experience in the creative process, (2) fostered the personal creative development of nurses, (3) challenged students to use creative thinking in solving nursing problems, and most important, (4) further established and reinforced a new, higher level of nursing practice--a level that appropriately sees the nurse as a creative and innovative member of the health care team.

  15. Enhanced dynamic complexity in the human EEG during creative thinking.

    Science.gov (United States)

    Mölle, M; Marshall, L; Lutzenberger, W; Pietrowsky, R; Fehm, H L; Born, J

    1996-04-12

    This study shows that divergent thinking, considered the general process underlying creative production, can be distinguished from convergent, analytical thought based on the dimensional complexity of ongoing electroencephalographic (EEG) activity. EEG complexity over the central and posterior cortex was higher while subjects solved tasks of divergent than convergent thinking, and also higher than during mental relaxation. Over the frontal cortex, EEG complexity was comparable during divergent thinking and mental relaxation, but reduced during convergent thinking. Results indicate that the basic process underlying the generation of novel ideas expresses itself in a strong increase in the EEG's complexity, reflecting higher degrees of freedom in the competitive interactions among cortical neuron assemblies. Frontocortical EEG complexity being comparable with that during mental relaxation, speaks for a loosened attentional control during creative thinking.

  16. Interactive Teaching in Interpersonal Skills

    DEFF Research Database (Denmark)

    Christensen, Jørgen Erik; Karhu, Markku; Christensen, Cecillia

    2013-01-01

    Engineers are very much part of the ongoing globalization and they are encountering problems of cross-disciplinary nature. Team working skills respecting other peoples’ qualifications are required so therefore interpersonal skills are becoming more and more important, including communications...... skills, leadership and awareness. Consequently, educational programs for teaching engineers should work with the fact that the capability of communicating with people with different background competences is important, nevertheless the engineering education has traditionally focused on technical skills...... to the CDIO (conceive, design, implement and operate) approach in the autumn of 2008. The CDIO pedagogy encouraged to develop an interactive course in interpersonal skills, where the students have to take an active part in the exercises as well as involve themselves in the interactive communication process...

  17. Exploratory Examination of Relationships between Learning Styles and Creative Thinking in Math Students

    Directory of Open Access Journals (Sweden)

    Kuan Chen Tsai

    2013-08-01

    Full Text Available It is believed that identifying any strong relationships between learning styles and creative thinking within the context of the math classroom will help improve instruction by providing course delivery strategies tailored to different learning preferences and promotion of creative thinking. Thus, the purpose of the current study is to identify which (if any of the cognitive learning dimensions would be related to creative thinking in math students. The major findings of this study indicate that creative thinking, assessed by RAT, and learning preferences, evaluated by ILS, are not highly correlated. Over all, students in this study show a balanced learning preference across four dimensions. In summary, this study directs a possible path for future researchers to investigate this phenomenon.

  18. Creativity meets neuroscience: experimental tasks for the neuroscientific study of creative thinking.

    Science.gov (United States)

    Fink, Andreas; Benedek, Mathias; Grabner, Roland H; Staudt, Beate; Neubauer, Aljoscha C

    2007-05-01

    The psychometric assessment of different facets of creative abilities as well as the availability of experimental tasks for the neuroscientific study of creative thinking has replaced the view of creativity as an unsearchable trait. In this article we provide a brief overview of contemporary methodologies used for the operationalization of creative thinking in a neuroscientific context. Empirical studies are reported which measured brain activity (by means of EEG, fMRI, NIRS or PET) during the performance of different experimental tasks. These tasks, along with creative idea generation tasks used in our laboratory, constitute useful tools in uncovering possible brain correlates of creative thinking. Nevertheless, much more work is needed in order to establish reliable and valid measures of creative thinking, in particular measures of novelty or originality of creative insights.

  19. THE EFFECT OF PROBLEM POSING APPROACH TOWARDS STUDENTS’ MATHEMATICAL DISPOSITION, CRITICAL & CREATIVE THINKING ABILITY BASED ON SCHOOL LEVEL

    Directory of Open Access Journals (Sweden)

    Adi Nurjaman

    2017-01-01

    Full Text Available The background of this study is the school of the new students of mathematics education courses came from grade high, medium and low. Here the writer wants to see how much influence of the school level on new students’ critical thinking skills and creative mathematical. The purpose of this study was to examine differences in new students’ mathematical disposition, critical & creative thinking ability through the mathematical problem posing approach based on school level (high, medium, low. The method used in this research is the experimental method, with only posttest design. The population of this study is all the students of mathematics education department in Cimahi; while the sample is selected randomly from one college. Then from this chosen college is taken two samples from random class. The instrument of essay test is used to measure students’ critical and mathematical creative thinking ability; while non-test instrument is questionnaire of attitude scale. The results show that: 1 based on the school level (high, medium, and low; there is difference in students’ mathematical critical thinking ability through problem posing approach. 2 based on the school level (high, medium, and low; there is difference in the students’ mathematical critical thinking ability through problem posing approach. 3 based on the school level (high, medium, and low; there is difference in students’ mathematical disposition.

  20. Individual differences in verbal creative thinking are reflected in the precuneus.

    Science.gov (United States)

    Chen, Qun-Lin; Xu, Ting; Yang, Wen-Jing; Li, Ya-Dan; Sun, Jiang-Zhou; Wang, Kang-Cheng; Beaty, Roger E; Zhang, Qing-Lin; Zuo, Xi-Nian; Qiu, Jiang

    2015-08-01

    There have been many structural and functional imaging studies of creative thinking, but combining structural and functional magnetic resonance imaging (MRI) investigations with respect to creative thinking is still lacking. Thus, the aim of the present study was to explore the associations among inter-individual verbal creative thinking and both regional homogeneity and cortical morphology of the brain surface. We related the local functional homogeneity of spontaneous brain activity to verbal creative thinking and its dimensions--fluency, originality, and flexibility--by examining these inter-individual differences in a large sample of 268 healthy college students. Results revealed that people with high verbal creative ability and high scores for the three dimensions of creativity exhibited lower regional functional homogeneity in the right precuneus. Both cortical volume and thickness of the right precuneus were positively associated with individual verbal creativity and its dimensions. Moreover, originality was negatively correlated with functional homogeneity in the left superior frontal gyrus and positively correlated with functional homogeneity in the right occipito-temporal gyrus. In contrast, flexibility was positively correlated with functional homogeneity in the left superior and middle occipital gyrus. These findings provide additional evidence of a link between verbal creative thinking and brain structure in the right precuneus--a region involved in internally--focused attention and effective semantic retrieval-and further suggest that local functional homogeneity of verbal creative thinking has neurobiological relevance that is likely based on anatomical substrates.

  1. Teaching Creativity and Inventive Problem Solving in Science

    OpenAIRE

    DeHaan, Robert L.

    2009-01-01

    Engaging learners in the excitement of science, helping them discover the value of evidence-based reasoning and higher-order cognitive skills, and teaching them to become creative problem solvers have long been goals of science education reformers. But the means to achieve these goals, especially methods to promote creative thinking in scientific problem solving, have not become widely known or used. In this essay, I review the evidence that creativity is not a single hard-to-measure property...

  2. Teaching Phonetic Skills through Body Movement.

    Science.gov (United States)

    Van Osdol, Bob M.; Geiger, Leonard J.

    A perceptual motor approach to learning phonics is presented in this teaching guide which includes a screening test and 50 learning games encompassing a wide array of phonics skills. Directionality, gross-motor skills, sensory-motor skills, and auditory and visual perceptual skills may be introduced to the children and taught during the games…

  3. On Three Elements in Productive Skills Teaching

    Institute of Scientific and Technical Information of China (English)

    李洁

    2015-01-01

    Teaching productive skills are challenging components in English teaching.To explore proper methods to teach them,this essay will discuss a basic teaching model from the perspectives of three elements,tying to propose some advice for English teachers.

  4. HUMOR STYLES, CREATIVE PERSONALITY TRAITS, AND CREATIVE THINKING IN A HONG KONG SAMPLE.

    Science.gov (United States)

    Yue, Xiao Dong; Hui, Anna Na

    2015-12-01

    Humor is found to be an essential element of creative thinking in Western culture. In Eastern culture, however, the relationship between creativity and humor is ambivalent. This study examined the relationship among humor styles, creative personality traits, and creative thinking abilities. A sample of 118 Chinese undergraduates in Hong Kong was recruited to complete the Humor Styles Questionnaire, the three Creative Personality subscales of the Chinese Personality Assessment Inventory-2 (CPAI-2), and the Verbal Test of the Wallach-Kogan Creativity Tests. Results show that humor styles are uncorrelated with creative thinking abilities of flexibility, fluency, and originality, but affiliative humor and aggressive humor are correlated with creative personality traits of novelty and diversity. A hierarchical multiple regression shows that both humor styles and creative personality traits of novelty and diversity account for non-significant variance on creative thinking abilities. These findings largely support a hypothesized non-association between humor styles and creative measures. They also pose a sharp contrast to findings obtained in the West, in which humor styles are typically correlated with both creative thinking abilities and creative personality traits.

  5. 研究性学习与创造性思维%Research Study and Creative Thinking

    Institute of Scientific and Technical Information of China (English)

    陈立滢

    2012-01-01

    As an information technology teacher,in the years of teaching practice,according to their own experience,on how the rapid development in information technology today,the curriculum reform in the background,stimulates the student to the information technology lesson interest;to cultivate their creative thinking;improve their innovation ability.Do the following several attempts.%笔者作为一名信息技术课的教师,在多年以来的教学实践中,根据自己的体会,就如何在信息化高速发展的今天,在课程改革的大背景下,激发学生对信息技术课的兴趣;培养他们的创造性思维;提高他们的创新能力。做了以下几点尝试。

  6. Skill-based Syllabus for Teaching Basic Writing Skills

    Institute of Scientific and Technical Information of China (English)

    秦苏芳

    2009-01-01

    Writing is an important skill that students should grasp in learning English, but the teaching and learning of writing is a difficult task. To teach freshmen with little knowledge of writing is extremely difficult. However, the skill-based syllabus is of great usefulness. It enables students to master the very basic writing skill, which helps them to keep pace with the writing requirements assigned by the textbooks, and to improve their overall writing skills so as to fulfill the requirements by the national College English Curriculum.

  7. Multimedia Techniques To Teach Mechanical Skills.

    Science.gov (United States)

    Johns, Janet Faye; Brander, Julianne Marie

    1997-01-01

    Discusses the use of multimedia computer-based training to effectively teach mechanical skills. Gives an example of teaching shaft alignment tasks that combines three-dimensional animations, simulations, and user interactions to allow the trainee to practice recognition and manipulation skills. (Author/LRW)

  8. Creative thinking and Big Five factors of personality measured in Italian schoolchildren.

    Science.gov (United States)

    De Caroli, Maria Elvira; Sagone, Elisabetta

    2009-12-01

    This study examined the relations of creative thinking with Big Five factors of personality and the differences by sex and age on creativity. A sample of Italian schoolchildren (56 boys, 56 girls), between 8 to 10 years of age, completed the Test of Creative Thinking and the Big Five Questionnaire for Children. Analysis of results indicated that older children obtained significantly higher scores than the younger ones on Elaboration and Production of titles. Girls obtained significantly higher scores than boys on Originality and Elaboration. The results suggested a modest and negative relation of Flexibility with Conscientiousness and Production of titles with Emotional instability. These findings support the need to explore the connection between creativity and personality with developmental age by means of multiple tasks for evaluating creative thinking.

  9. 谈创造性思维%Viewpoints on Creative Thinking

    Institute of Scientific and Technical Information of China (English)

    王桂凤

    2013-01-01

    Modern social practice has triggered transforma-tion of thinking mode, developed creative thinking ways with distinct characteristics of the times of systematic analysis and comprehensive combination, like multi-dimensional and unidi-rectional and multidirectional combinations, fuzzy with a combi-nation of clarity, combining qualitative and quantitative analysis, three-dimensional thinking, comprehensive thinking and back-ward thinking, strategic thinking and divergent thinking. The broad application of modern creative thinking makes the tradi-tional way of thinking get the best solution to the complex prob-lems in the past.

  10. Creative Thinking Ability to Increase Student Mathematical of Junior High School by Applying Models Numbered Heads Together

    Science.gov (United States)

    Lince, Ranak

    2016-01-01

    Mathematical ability of students creative thinking is a component that must be mastered by the student. Mathematical creative thinking plays an important role, both in solving the problem and well, even in high school students. Therefore, efforts are needed to convey ideas in mathematics. But the reality is not yet developed the ability to…

  11. Evaluating Creative Thinking of Rn-Bsn Students in the Course of Clinical Case Study and Practicum

    Science.gov (United States)

    Ku, Ya-Lie

    2015-01-01

    This case study evaluated creative thinking of RN-BSN students in the course of clinical case study and practicum. Study design used quantitative and qualitative evaluations of creative thinking of RN-BSN students by triangulation method in the course of clinical case study and practicum. Sixty RN-BSN students self-perceived the changing levels of…

  12. Improved Creative Thinkers in a Class: A Model of Activity Based Tasks for Improving University Students' Creative Thinking Abilities

    Science.gov (United States)

    Oncu, Elif Celebi

    2016-01-01

    The main objective of this study was improving university students' from different faculties creativity thinking through a creativity education process. The education process took twelve weeks' time. As pretest, Torrance test of creative thinking (TTCT) figural form was used. Participants were 24 university students from different faculties who…

  13. Instructional Design as Critical and Creative Thinking: A Journey through a Jamestown-Era Native American Village

    Science.gov (United States)

    Baum, Liesl M.; Newbill, Phyllis Leary

    2010-01-01

    The role of critical and creative thinking has been debated within the field of instructional design. Through an instructional design and development project we have identified how critical and creative thinking are essential to the instructional design process. This paper highlights a recent project focused on a virtual Native American village…

  14. Teamwork: Effectively Teaching an Employability Skill

    Science.gov (United States)

    Riebe, Linda; Roepen, Dean; Santarelli, Bruno; Marchioro, Gary

    2010-01-01

    Purpose: The purpose of this paper is to present a case study on improvements to professional teaching practice within an undergraduate university business programme to more effectively teach an employability skill and enhance the student experience of teamwork. Design/methodology/approach: A three-phase approach to teaching teamwork was…

  15. 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.

  16. Pondering on the Cultivation of Creative Thinking Ability in Environmental Art and Design%关于环境艺术设计中创新思维能力培养的思考

    Institute of Scientific and Technical Information of China (English)

    马强

    2014-01-01

    Creative ability is an important basis for creative tal-ents, while creative ability cannot be improved without the culti-vation of creative thinking ability, so much importance should be attached to creative thinking ability cultivation in environmental art and design. In the teaching based on talent cultivation objec-tives, teachers should establish the idea of creative thinking edu-cation, strengthen the cultivation of creative thinking ability, and cultivate design talents with creative quality. Combined with cur-riculum setting, teaching contents, teaching methods, academic exchanges and social practice, teachers should specifically and pertinently improve and perfect the cultivation of creative think-ing ability,in order to make it an important component for the tea-ching system of environmental art and design major, and effec-tively improve students' creative thinking ability in design.%创新能力是创新性人才的重要基础,创新能力的提高离不开对创新思维能力的培养,环境艺术设计应该把创新思维能力的培养放在重要位置。在教学中围绕人才培养目标,树立创新思维教育理念,加强对创新思维能力的培养,培养具备创新素质的设计人才。具体结合课程设置、教学内容、教学方法、学术交流、社会实践等方面进行有目的的改进和完善,来提高学生在设计中的创新思维能力,使之成为环境艺术设计专业教学体系中的重要组成部分,从而有效提高设计中的创新能力。

  17. Reflective Teaching in Teaching Social Skills: Utopia or Necessity?

    Science.gov (United States)

    Usakli, Hakan

    2009-01-01

    Social skills can be defined as the skills to be gained to the students at the beginning of the academic year, like engaging in, self introducing, and asking questions. Those skills can be gained by the teachers. Reflective teaching is very significant for teachers. Teachers pay attention to everything in the classroom during their instruction.…

  18. Enhancing Children's Artistic and Creative Thinking and Drawing Performance through Appreciating Picture Books

    Science.gov (United States)

    Hsiao, Ching-Yuan

    2010-01-01

    The purpose of this study was to investigate methods of enhancing kindergarteners' artistic creative thinking and expressive drawing through an activity that involved appreciation of picture books. The study was conducted in a public kindergarten in southern Taiwan, with 27 children aged between 4 and 5. The researcher conducted the study in 16…

  19. Creative Thinking Development Program for Learning Activity Management of Secondary School Teachers

    Science.gov (United States)

    Pukdeewut, Sutinan; Chantarasombat, Chalard; Satapornwong, Pattananusorn

    2013-01-01

    The objectives of this research were: to design a creative thinking development program for learning activity management of secondary school teachers, and to study the program's efficiency and effectiveness of usage. The results of the study were as follows: the program includes the vision, principles, objectives, content, program development…

  20. Responses of African-American Students on the Torrance Tests of Creative Thinking (Figural).

    Science.gov (United States)

    Sikka, Anjoo

    Sixty fourth, fifth, and sixth grade African American students (37 males and 23 females) at a public school in northeast Mississippi were administered the Torrance Tests of Creative Thinking--Figural Form A (TTCT). Subjects were from 9 to 13 years old. The TTCT consists of 3 subtests: (1) picture construction (1 stimulus); (2) picture completion…

  1. 创意思维与图形设计%Creative Thinking and Graphic Design

    Institute of Scientific and Technical Information of China (English)

    葛饶民

    2004-01-01

    In commercial activities, graphic design needs to be effective in its visual language in order to accurately communicate its message to consumers. To achieve this, designers need creative thinking, among which diffusible thinking and retrorse thinking are of the first importance. This article analyzes the various factors and methods needed to be considered during the creative graphic design.

  2. An Evaluation of Five Critical/Creative Thinking Strategies for Secondary Science Students.

    Science.gov (United States)

    Zielinski, Edward J.; Sarachine, D. Michael

    1994-01-01

    Critical and creative thinking lessons were designed and presented to 20 biology students in a rural high school. Student attitudes toward critical thinking activities improved significantly after activities involving experimentation, discrepant events, student questioning, ethical dilemmas, and divergent and critical thinking. Includes examples…

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

    NARCIS (Netherlands)

    Mihov, K.M.; Denzler, M.; Förster, J.

    2010-01-01

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

  4. "Where's the Bear? Over There!"--Creative Thinking and Imagination in Den Making

    Science.gov (United States)

    Canning, Natalie

    2013-01-01

    This small scale research project examines opportunities for creative thinking and imagination through den making in a rural private day nursery with its own woodland area on the borders of England and Wales in the UK. The research is underpinned by sociocultural theory and is an ethnographic study of non-participant observations of children aged…

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

    Science.gov (United States)

    Widiana, I. Wayan; Jampel, I. Nyoman

    2016-01-01

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

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

    Science.gov (United States)

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

    2010-01-01

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

  7. Applying MacKinnon's 4Ps to Foster Creative Thinking and Creative Behaviours in Kindergarten Children

    Science.gov (United States)

    Riga, Vassiliki; Chronopoulou, Elena

    2014-01-01

    The purpose of this study was to identify certain strategies and conditions that should be used by teachers in kindergarten so as to foster creative thinking and creative behaviours to children. We used a quasi-experimental research design for 6 months in a public kindergarten in a suburban area of Greece, and we developed a creative music and…

  8. The Influence of Institutional Experiences on the Development of Creative Thinking in Arts Alumni

    Science.gov (United States)

    Miller, Angie L.; Dumford, Amber D.

    2015-01-01

    Previous research has suggested that several different aspects of one's environment can impact creativity. Using data from the Strategic National Arts Alumni Project (SNAAP), this study explored whether satisfaction with aspects of the institutional experience contributed to the perceived development of creative thinking in arts alumni, and…

  9. The Methods of Design Basic Course to Train Students'Creative Thinking%浅析设计基础教学培养学生创造性思维的方法

    Institute of Scientific and Technical Information of China (English)

    高友飞

    2011-01-01

    本文从艺术设计专业基础课程创造性思维培养的重要性以及实际教学中存在的不足等面阐述了设计专业基础课程创造性思维培养的途径,认为创造性思维的培养需要改革教学模式、内容设置、教学方法等,从而达到更好的教学效果。%This article from the professional art and design foundation course of cultivating the creative thinking,and the impor-tance of actual deficiencies exist in the teaching and discussed the basic design courses for cultivating creative thinking way,think of the cultivation of creative thinking to reform teaching mode,content,teaching method,so as to achieve better teaching effects.

  10. Teaching Physicists' Thinking Skills in the Laboratory.

    Science.gov (United States)

    Reif, F.; St. John, Mark

    1979-01-01

    Describes an introductory physics laboratory course, used at the University of California in Berkeley, designed to teach students some general intellectual skills. Results of the course evaluation are also discussed. (HM)

  11. Teaching Oral English Skills from Discourse Analysis

    Institute of Scientific and Technical Information of China (English)

    孙楠

    2009-01-01

    This paper explores teaching oral English skills from discourse analysis, ,mainly cooperative principle and speech act theory. Different methods of discourse analysis can help English learners gain sociolinguistic and strategic competence in learning speaking English.

  12. Teaching Business Communication Skills: A Bibliography.

    Science.gov (United States)

    Sensenbaugh, Roger

    1993-01-01

    Presents annotations of 18 conference papers, books, curriculum guides, and conference proceedings that discuss teaching and assessing business communication skills. Notes that materials in the annotated bibliography were published between 1985 and 1992. (RS)

  13. Openness to Experience as a Moderator of the Relationship between Intelligence and Creative Thinking: A Study of Chinese Children in Urban and Rural Areas

    Directory of Open Access Journals (Sweden)

    Baoguo eShi

    2016-05-01

    Full Text Available Using testing and questionnaire methods, this study investigated the relationships among openness to experience, intelligence and creative thinking. This study focused on the moderating effects of openness to experience on the relationship between intelligence and creative thinking in a sample of 831 primary school students in China. The findings showed significant positive relationships among openness to experience, intelligence and creative thinking. In relation to the focus of this study, openness to experience moderated the relationship between intelligence and creative thinking. However, the correlation between openness to experience and creative thinking was stronger for urban children than for rural children, and the moderating effect existed only in urban settings.

  14. Openness to Experience as a Moderator of the Relationship between Intelligence and Creative Thinking: A Study of Chinese Children in Urban and Rural Areas.

    Science.gov (United States)

    Shi, Baoguo; Dai, David Y; Lu, Yongli

    2016-01-01

    Using testing and questionnaire methods, this study investigated the relationships among openness to experience, intelligence and creative thinking. This study focused on the moderating effects of openness to experience on the relationship between intelligence and creative thinking in a sample of 831 primary school students in China. The findings showed significant positive relationships among openness to experience, intelligence and creative thinking. In relation to the focus of this study, openness to experience moderated the relationship between intelligence and creative thinking. However, the correlation between openness to experience and creative thinking was stronger for urban children than for rural children, and the moderating effect existed only in urban settings.

  15. Revising Teaching Skills for Professional Empowerment

    Science.gov (United States)

    Nath, Baiju K.

    2009-01-01

    In a technology and media dominated era of education the role of teacher and there by the skills required to be mastered by each teacher need redefinition. The paper attempts to identify the list of essential teaching skills for the present age by retaining the significant ones and including those inevitable for present context. The skills…

  16. Language Skills: Questions for Teaching and Learning

    Science.gov (United States)

    Paran, Amos

    2012-01-01

    This paper surveys some of the changes in teaching the four language skills in the past 15 years. It focuses on two main changes for each skill: understanding spoken language and willingness to communicate for speaking; product, process, and genre approaches and a focus on feedback for writing; extensive reading and literature for reading; and…

  17. Teaching social skills to people with autism.

    Science.gov (United States)

    Weiss, M J; Harris, S L

    2001-10-01

    The treatment of social skills deficits remains one of the most challenging areas in meeting the needs of people with autism. Difficulties in understanding social stimuli, in initiating and responding to social bids, and in appreciating the affect that is intrinsic to social interactions can be baffling for people with autism. Researchers and practitioners of applied behavior analysis have tried a variety of strategies for teaching social skills. This article examines a range of useful procedures for teaching social skills to people with autism, including skills that are adult mediated, peer mediated, and child-with-autism mediated. The authors also consider the potential of classwide interventions in inclusive settings, pivotal response training, and the use of scripts to teach social initiations.

  18. Sharing decisions on SDM skills teaching

    DEFF Research Database (Denmark)

    Nielsen, Annegrethe

    2015-01-01

    had been participants in the pilot project. As the course’ activities were carried out the two midwives became increasingly involved in facilitating the teaching activities with their colleagues in the hope that the focus on communication skills development can be retained. Plan of the course......Abstract for teaching poster – EACH summer conference 2015 Author: Annegrethe Nielsen, MA & Ph.D., senior lecturer at University College Northern Denmark, ann@ucn.dk Title Sharing decisions on SDM skills teaching – a collaborative course development Background Patient involvement and shared...... for professionals involved in antenatal care and obstetrics was conducted. Aim The aim of the course was: • teaching a group of professionals the skills of SDM • enhancing the awareness of the complex task of SDM • developing competence within the group of professionals to secure an ongoing awareness and training...

  19. Communication skills teaching in primary care medicine.

    Science.gov (United States)

    Sherina, H Nik; Chia, Y C

    2002-12-01

    The teaching of clinical communication skills to undergraduate medical students in the Faculty of Medicine, University of Malaya is described. It is a continuous process throughout the five-year medical curriculum which is divided into Phases I, II and III. Students are introduced to communication skills early in Phase I through an interactive session as well as a workshop on general communication skills. In Phase II, small-group two-day workshops cover the basic principles of clinical communication skills using videotapes, group discussion and role-plays. Direct contact between students and patients in actual clinical setting begin in Phase IIIA. Communication skills teaching with feedback training is carried out by videotaping the consultations. In Phase IIIB the two-way mirror is utilized as well as having workshops on certain difficult areas such as 'breaking bad news' and 'taking a sexual history'. Formal assessment is done by evaluating the behavior, language and actual interview content.

  20. On the Influential Factors in Nurturing Primary and Secondary Students' Creative Thinking%论中小学课堂教学中教师对学生创造性思维培养的影响

    Institute of Scientific and Technical Information of China (English)

    杨立红

    2012-01-01

    Classroom teaching in primary and secondary schools is the major channel for nurturing students' creative thinking.This paper discusses the possible influence of teacher' factors upon the students' creative thinking,then it puts forward certain strategies and countermeasures.%中小学课堂教学是培养学生创造性思维的主要途径。本文主要以课堂教学中教师这一要素入手,探讨其对中小学生的创造性思维培养的影响并提出相应的中小学生创造性思维培养的方法和对策。

  1. Effects of a play program on creative thinking of preschool children.

    Science.gov (United States)

    Garaigordobil, Maite; Berrueco, Laura

    2011-11-01

    The purpose of this study was to evaluate the effects of a play program in the creative thinking of preschool children. The study used a repeated measures experimental pretest-posttest design with control groups. The sample included 86 participants aged 5 to 6 years (53 experimental and 33 control participants). Before and after administering the program, two evaluation instruments were applied: The Torrance Test of Creative Thinking (Torrance, 1990) and Behaviors and Traits of Creative Personality Scale (Garaigordobil & Berrueco, 2007). The program consisted of a weekly 75-minute play session throughout the school year. ANOVA results showed that the program significantly increased the verbal creativity (fluency, flexibility, originality), graphic creativity (elaboration, fluency, originality), and behaviors and traits of creative personality. In the pretest phase, there were no differences in the creativity of boys and girls, and the program stimulated a similar level of change in both sexes. The discussion focuses on the importance of implementing creative programs with preschool children.

  2. Measurement of Creativity: The tripartite approach for creative thinking

    OpenAIRE

    Takahashi,Kiyoshi; Hirikami, Akira

    2014-01-01

    The purpose of this paper is to propose a new measurement method of creativity. Based on the tripartite thinking model (TTM), this paper developed the tripartite creativity test (TCT). The TCT was generated by considering creative process in problem solving. The TCT defines creativity as the interaction of three modes of thinking: logical thinking, critical thinking, and lateral thinking. This model is apart from traditional definition of creativity that prescribes it as the skill for produci...

  3. 试论化学教育中学生创造性思维的培养%Cultivation of Students' Creative Thinking in Chemistry Education

    Institute of Scientific and Technical Information of China (English)

    顾昌华

    2001-01-01

    创造性思维是创造力的核心.化学教育中培养学生的创造性思维能力有以下方法和途径:实验引探,创设情境,培养逻辑思维和直觉思维;训练发散思维;提高辩证批判思维能力;发展学生的创新情感和创造人格,增强社会实践能力.%The creative thinking is the kernel of creativity.To train thestudents' ability of creative thinking in the teaching of chemistry education,the following ways and methods can be adopted:increasing the degree of the experiment;creating situations; fostering the students' logical and divergent thinking; training the stud ents' divergent thinking; promoting the students' ability of dialectical and critical thinking; developing the students' creative emotions; creating the students' personality; strengthening the students' ability in social practice.

  4. Teaching and Assessing Engineering Professional Skills

    Directory of Open Access Journals (Sweden)

    Ali M. Al-Bahi

    2013-05-01

    Full Text Available Engineering students are required to have, by the time of graduation, a set of professional skills related to teamwork, oral and written communications, impact of engineering solutions, life-long learning, and knowledge of contemporary issues. Teaching and assessment of these skills, as part of ABET accreditation, remains problematic. A systematic methodology to integrate these skills and their assessment in the curriculum is described. The method was recently applied in several engineering programs and proved to be efficient in generating data and evidences for evaluation and continuous improvement of these outcomes.

  5. Relationship between Children's Language Ability in Large Classes and Creative Thinking%大班幼儿语言能力与创造性思维之间的关系研究

    Institute of Scientific and Technical Information of China (English)

    贾晓真

    2015-01-01

    文章以河南省某幼儿园80名大班幼儿为研究对象,以麦卡锡幼儿智能量表中的言语分量表和托兰斯言语创造性思维测验量表为工具,运用测验法,研究大班幼儿语言能力与创造性思维之间的关系.结果表明:大班幼儿语言能力与创造性思维呈正相关.其语言能力与流畅性、独创性得分显著相关,与变通性得分的相关没有达到显著性水平.%The research investigates 80 children who come from a kindergarten in He'nan province. MacCarthy child intel-ligence test scale of words and Torrance Tests of Creative Thinking for the tool. Using the method of test to find the relation-ship between the children's of language ability and creative thinking in large classes.The result shows that children's language ability and creative thinking were positively correlated. Their language skills and fluency, original score significantly corre-lated, and flexibility scores did not reach significant level.

  6. Listening Skills and English Teaching

    Institute of Scientific and Technical Information of China (English)

    杨娜

    2016-01-01

    Listening plays an important role in foreign language learning.Among the four skills (listening, speaking, reading and writing), it is considered the most important ability in English learning. This paper points out the chief factors which influence students' listening level and offers some approaches to improve their listening comprehension.

  7. Relating inter-individual differences in verbal creative thinking to cerebral structures: an optimal voxel-based morphometry study.

    Science.gov (United States)

    Zhu, Feifei; Zhang, Qinglin; Qiu, Jiang

    2013-01-01

    Creativity can be defined the capacity of an individual to produce something original and useful. An important measurable component of creativity is divergent thinking. Despite existing studies on creativity-related cerebral structural basis, no study has used a large sample to investigate the relationship between individual verbal creativity and regional gray matter volumes (GMVs) and white matter volumes (WMVs). In the present work, optimal voxel-based morphometry (VBM) was employed to identify the structure that correlates verbal creativity (measured by the verbal form of Torrance Tests of Creative Thinking) across the brain in young healthy subjects. Verbal creativity was found to be significantly positively correlated with regional GMV in the left inferior frontal gyrus (IFG), which is believed to be responsible for language production and comprehension, new semantic representation, and memory retrieval, and in the right IFG, which may involve inhibitory control and attention switching. A relationship between verbal creativity and regional WMV in the left and right IFG was also observed. Overall, a highly verbal creative individual with superior verbal skills may demonstrate a greater computational efficiency in the brain areas involved in high-level cognitive processes including language production, semantic representation and cognitive control.

  8. Teaching Recognition Skills to Improve Products.

    Science.gov (United States)

    Knight, G. William; And Others

    1990-01-01

    First year dental students (n=86) in a conservative restorations course were taught a discrimination learning paradigm to improve production quality. Evaluation of Class 1 amalgam preparations indicates the improved recognition skills corresponded with improved cavity preparation, supporting the use of this teaching model. (Author/MSE)

  9. Teaching Technology-Related Skills.

    Science.gov (United States)

    Lambrecht, Judith J.

    1999-01-01

    A systematic approach to teaching software provides instructional precision and maximum learning support, best suited for novices. A minimalist approach focused on context and student experience enables advanced learners to examine problem-solving processes and apply concepts to real-world problems. (SK)

  10. Teaching antenatal counseling skills to neonatal providers.

    Science.gov (United States)

    Stokes, Theophil A; Watson, Katie L; Boss, Renee D

    2014-02-01

    Counseling a family confronted with the birth of a periviable neonate is one of the most difficult tasks that a neonatologist must perform. The neonatologist's goal is to facilitate an informed, collaborative decision about whether life-sustaining therapies are in the best interest of this baby. Neonatologists are trained to provide families with a detailed account of the morbidity and mortality data they believe are necessary to facilitate a truly informed decision. Yet these complicated and intensely emotional conversations require advanced communication and counseling skills that our current fellowship-training strategies are not adequately providing. We review educational models for training neonatology fellows to provide antenatal counseling at the threshold of viability. We believe that training aimed at teaching these skills should be incorporated into the neonatal-perinatal medicine fellowship. The optimal approaches for teaching these skills remain uncertain, and there is a need for continued innovation and outcomes-based research.

  11. QUEST FOR TEACHING EXPERIMENTAL SKILLS

    Directory of Open Access Journals (Sweden)

    B. Samrajya LAKSHMI

    2013-01-01

    Full Text Available In Andhra Pradesh, India, chemical experimenting in under graduate college labs by students is neglected because most of the intermediate (10+1 and 10+2 students concentrate on writing competitive exams like EAMCET (Engineering and Medical Common Entrance Test, IIT JEE (Indian Institute of Technology Joint Entrance Test, AIEEE (All India Engineering Entrance Examination, AFMS (Armed Forces Medical Services, AIMS (All India Institute of Medical Science. The students spend most of their time in preparing for competitive exams, practicing bits, and writing many model exams. Even Parents, staff, and management are also motivated and allow the students towards preparation for competitive exams because of the increase in number of engineering seats and demand of medical seats. Ultimately, the quality and quantity of students who join the B.Sc. (Bachelor of Science has been decreasing day by day. Even after joining the B.Sc., the students are motivated towards immediate white collared job oriented courses like M.C.A (Master of Computer Applications and M.B.A (Master Business Administration and spending their time for preparing for competitive exams for those courses. Only a few students are interested to join Post graduation in chemistry and try to learn experimental skills in chemistry laboratory. However, the motivated students towards undergraduate chemistry will be demotivated towards it due to lack of fundamentals in chemistry (in 10+2 level, which are essential for better job market. Ultimately, the students are in confusion and neglect learning the skills in doing experiments in chemistry lab. The present paper focuses on the thorough quest of one such teacher who strives for his own professional development. He has developed his own method of guiding the students for their improvement of skills in doing experiments in lab. The teacher explored solutions to his problems or problems of students by sorting out the critical incidents from his own

  12. Enriching the Creative Thinking Research to Improve the Quality of Personnel Training%丰富创意思维提高人才培养质量

    Institute of Scientific and Technical Information of China (English)

    王珉

    2014-01-01

    如何在高校教学中融入创意思维?如何用创意思维和艺术想象发现和发扬高校学生的自信和潜能?如何将创意融入教改,用创意点亮学生人生?搭建“政、产、学、研”深度合作的创意教学平台,通过创意式的开放型教学,在努力培育创意文化中,造就出一支德技双馨的“双师”队伍,培养出一大批创意创新人才,并借鉴各国先进经验,丰富创意教育人才培养模式的内涵。%How to incorporate creative thinking into college education?How to boost students ’ confidence and potentials with creative thinking and artistic imagination?How to integrate creativity into education reform and light up students ’ life with creative ideas?It ’s urgent to establish a creative teaching platform with in-depth cooperation between government, industries, academia and research institutions,and adopt a creativity-themed open teaching.Meanwhile,in order to foster a creative culture,it’s proposed to train a host of instructor-engineer teaching staff and innovative talents,and to enrich the creative talent cultivation model by advanced experiences.

  13. THE TECHNIQUES IN TEACHING LISTENING SKILL

    Directory of Open Access Journals (Sweden)

    Hidayah Nor

    2015-12-01

    Full Text Available Listening is very important skill in language because by listening students can produce language like speaking and writing by vocabulary that they get from listening. The English teacher of MAN 3 Banjarmasin used some techniques in teaching listening using the facilities in language laboratory such as tape cassette, television, and VCD/DVD. This research described the techniques in teaching listening skill of the Islamic high school students. The subjects of this study were an English teacher and 48 students of the tenth grade at MAN 3 Banjarmasin in Academic Year 2009/2010. To collect the data, it was used some techniques such as observation, interview, and documentary. Then all data were analyzed using descriptive method qualitatively and quantitatively, by concluding inductively. The result indicates that the techniques in teaching listening applied by the English teacher of the tenth grade students at MAN 3 Banjarmasin in Academic Year 2009/2010 are: Information Transfer, Paraphrasing and Translating, Answering Questions, Summarizing, Filling in Blanks, and Answering to Show Comprehension of Messages. The students’ ability of listening comprehension using six techniques is categorized in very high, high, and average levels. Keywords: listening techniques, teaching listening skill

  14. The Problems of Creative Thinking in the Works by Lajos Szekely

    Directory of Open Access Journals (Sweden)

    Mazilov V.A.

    2015-10-01

    Full Text Available The article analyzes views on creativity and creative thinking of the famous psychologist and psychoanalyst Lajosh Sekey (1906-1995. The key milestones of the biography of this extraordinary scientist are traced. It is shown that he began its research career as a representative of the school of Gestalt psychology the fundamental ideas of which he decidedly supported. The comparative analyses of Lajosh Sekey´s works published over different periods makes the evolution of his views evident. The author investigates Sekey´s studies on creative thinking during a creative pause which are separated by almost thirty years interval (1940 and 1968. The comparative analysis states the changes in Sekeyґs position. It is particularly important to note organic combination of ideas of Gestalt psychology both with psychoanalysis and ideas of Piaget and J. Bruner. Sekey was successful in developing a special method. It consists of the use of the traditional psychoanalytic procedures for the sake of the investigation of creative thinking and of the solving of problems that have live importance. It is worth stating that a creative pause as a separate stage of thinking never can be “simulated” in the laboratory setting. This is a stage that really differentiategenuine practical thinking from its artificial laboratory models. In our view the evolution of the Gestalt concepts of thinking follows the way of spontaneous integration. This means it demonstrates the tendency to use complex descriptions involving borrowing, close “interaction”, cooperation, and communication with other research approaches. This spontaneous integration makes a psychological conception go beyond the “framework” of the scientific school. This is inevitable because comprehension of the “psychological” given in all its entire and real complexity is ever in the conflict with the “narrow” theoretical settings. In our opinion, this is one of the ways of the development of

  15. Preliminary research for strengthening students' creative thinking in gene molecular biology through laboratory training%关于基因分子生物学实验教学培养学生创新思维的初步探讨

    Institute of Scientific and Technical Information of China (English)

    王欣; 刘长征; 王芳; 陈厚早

    2012-01-01

    Objective Improving teachers' concepts and methods of teaching can strengthen students' creative thinking. Methods In laboratory traing of gene molecular biology, we reformed the contents and the teaching procedures so as to inspire the students to strengthen their thinking abilities through curriculum development. Results In writing the experiment menu, we endeavor to develop students' creativity in doing experiments. The classes that discuss the experiments will be arranged all through the curriculum. We have had an all-around summary of the conditions of implementing the discussion courses and their teaching methods and provided the answers to solve several problems according to students' feedbacks to classroom teaching. Conclusions This change shows that bringing methods of discussion enhance students' learning motivation, abilities of cooperation, presentation skills and creative thinking.%目的 提高教师培养意识和培养手段,促进学生创新思维的形成.方法 在开展基因分子生物学实验教学的过程中,通过课程建设,对授课内容以及课堂实践各个环节进行了改革,从而对学生思维进行启迪.结果 在实验指导的编写上体现了创新性较强的原则;将以合作学习为主的实验讨论课贯穿课程始终.对讨论课的实施条件和方法进行了全面总结,并根据学生对课堂的意见反馈,提出了解决对策.结论 在实验课上引入讨论式教学法,有助于增进学生对学习的积极性、合作精神、口头表达能力和创新思维.

  16. Evidence for a left-over-right inhibitory mechanism during figural creative thinking in healthy nonartists.

    Science.gov (United States)

    Huang, Peiyu; Qiu, Lihua; Shen, Lin; Zhang, Yong; Song, Zhe; Qi, Zhiguo; Gong, Qiyong; Xie, Peng

    2013-10-01

    As a complex mental process, creativity requires the coordination of multiple brain regions. Previous pathological research on figural creativity has indicated that there is a mechanism by which the left side of the brain inhibits the activities of the right side of the brain during figural creative thinking, but this mechanism has not been directly demonstrated. In this study, we used functional magnetic resonance imaging (fMRI) to demonstrate the existence of this inhibitory mechanism in young adults (15 women, 11 men, mean age: 22 years) that were not artists. By making comparisons between brain activity during creative and uncreative tasks, we found increased activity in the left middle and inferior frontal lobe and strong decreases in activity in the right middle frontal lobe and the left inferior parietal lobe. As such, these data suggest that the left frontal lobe may inhibit the right hemisphere during figural creative thinking in normal people. Moreover, removal of this inhibition by practicing artistry or through specific damage to the left frontal lobe may facilitate the emergence of artistic creativity.

  17. Nursing Instructors Must Also Teach Reading and Study Skills

    Science.gov (United States)

    White, Hazel L.

    2004-01-01

    To be successful in nursing courses, students must be able to read and comprehend a large volume of information. This requires different types of reading and study skills from other courses to which they have been exposed. The formal teaching of these skills in a nursing course takes second place to the teaching of required nursing skills. Because…

  18. Teaching students in the classroom and clinical skills environment.

    Science.gov (United States)

    Dix, Greg; Hughes, Suzanne

    This article demonstrates that careful planning and management can help to ensure effective learning for pre-registration students during theory and practical skills teaching. It highlights two lesson plans with intended learning outcomes, one for a didactic teaching session and the other for a psychomotor clinical skills session. The article identifies a variety of teaching and learning strategies that could be adopted.

  19. Generalizing Effective Teaching Skills: The Missing Link in Teacher Preparation

    Science.gov (United States)

    Scheeler, Mary Catherine

    2008-01-01

    A clear need to teach preservice teachers to generalize newly acquired teaching skills across time and settings has been well established in the literature. Few empirical studies exist that inform teacher educators on ways to promote generalization of teaching skills with beginning teachers, however. Programming for generalization continues to be…

  20. Exploration on the Cultivation of Students' Creative Thinking in College Physics Class%大学物理课堂对学生创新思维培养的探讨

    Institute of Scientific and Technical Information of China (English)

    唐国艳

    2015-01-01

    Combined with the characteristics of contemporary u-niversity students, in college physics teaching, through positive guidance and humorous language, latest scientific knowledge should be infiltrated, and teachers methods should be based on students' aptitude, in order to cultivate students' creative thinking and practical ability.%本文结合了现代大学生的特点,在大学物理教学过程中,通过积极引导和幽默风趣的语言,渗透前沿科学知识,因材施教培养学生创新思维和实践能力。

  1. Developing Creativity Instructional Materials according to the De Bono Thinking Skill Model--"Think Links"--Elementary School to College Level Application.

    Science.gov (United States)

    Black, Robert Alan; Torrance, E. Paul

    1981-01-01

    Briefly described are the use of three games to develop creative thinking skills at the third grade and college levels. The games are part of the "Think Links" series based on Edward De Bono's Thinking Skill Model. (DB)

  2. Not Just Wanna Have Fun: Teaching Listening Skills with Songs

    Directory of Open Access Journals (Sweden)

    Amalia Qistina Abdullah

    2013-07-01

    Full Text Available Teaching listening skills is very challenging to ESL teachers. It involves active participation from both teachers and students to ensure the objectives of teaching listening skills can be achieved. Hence, this presentation provides interesting and exciting strategies to teach listening skills using selected songs.  It is hoped that this would motivate ESL teachers to apply and adapt these strategies in their English language classrooms.

  3. Teaching Writing Skills in the Undergraduate Laboratory

    Science.gov (United States)

    Ugolini, Dennis W.

    1998-04-01

    Stanford University's Writing in the Major program (WIM) requires every undergraduate degree program to include a writing course specific to its field of study. In the physics department's WIM course, undergraduates learn writing skills by composing laboratory reports in the form of journal articles. While studying such topics as scintillation and population inversion, students also practice techniques for communicating the physics more effectively. Students learn how to select a thesis, organize a complex argument, write concisely, aim their content at the proper audience, prove their assertions, and revise a finished draft. Through clearer writing, students reach a clearer understanding of the physics, and the improvements in both understanding and communication stay with the students through later courses and into their graduate studies. Teaching assistants for the course also notice a marked improvement in their own writing skills.

  4. Conjunction and Teaching Reading Skills in English

    Institute of Scientific and Technical Information of China (English)

    Guo Caifeng

    2005-01-01

    Conjunction contributes to organizing and managing stretches of discourse, indicating the way the information is arranged. Successfully identifying these discourse markers is of great benefit to the reader to extract the required information from what he/she reads, especially for the candidates who are tested for their reading abilities in a given time, for these markers give clues to the reader and make the perception easier and save a lot of time. To teach students to explore reading skills and read successfully all by themselves, language teachers had better keep in mind the significance of conjunction and get students to share and apply it.

  5. 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...

  6. Applying MacKinnon's 4Ps to Foster Creative Thinking and Creative Behaviours in Kindergarten Children

    Science.gov (United States)

    Riga, Vassiliki; Chronopoulou, Elena

    2014-01-01

    The purpose of this study was to identify certain strategies and conditions that should be used by teachers in kindergarten so as to foster creative thinking and creative behaviours to children. We used a quasi-experimental research design for 6 months in a public kindergarten in a suburban area of Greece, and we developed a creative music and…

  7. From Passive to Active: The Impact of the Flipped Classroom through Social Learning Platforms on Higher Education Students' Creative Thinking

    Science.gov (United States)

    Al-Zahrani, Abdulrahman M.

    2015-01-01

    This study aimed to investigate the impact of the flipped classroom on the promotion of students' creative thinking. Students were recruited from the Faculty of Education at King Abdulaziz University in Saudi Arabia during the first semester of 2014. A multiple method research design was used to address the research questions. First, a two-group…

  8. Investigation of Psychometric Properties of the Test for Creative Thinking-Drawing Production: Evidence from Study in Latvia

    Science.gov (United States)

    Kalis, Emils; Roke, Liga; Krumina, Indra

    2016-01-01

    The Test for Creative Thinking-Drawing Production (TCT-DP) is designed as an effective drawing-based instrument for measuring creative potential. Many studies report adaptation efforts in other cultures pointing out good psychometric properties of the instrument nonetheless revealing also some trouble spots. The present study includes adaptation…

  9. Factor Structure of the Torrance Tests of Creative Thinking Verbal Form B in a Spanish-Speaking Population

    Science.gov (United States)

    Krumm, Gabriela; Aranguren, María; Arán Filippetti, Vanessa; Lemos, Viviana

    2016-01-01

    The objective of this study was to compare, through a Confirmatory Factor Analysis, two different theoretical models that explain the operationalized creativity construct with the Verbal Torrance Tests of Creative Thinking (TTCT), Form B. Model 1 is represented by six factors which correspond to each activity and its respective indicators while…

  10. An Experimental Study of the Effects of Improvisation on the Development of Children's Creative Thinking in Music

    Science.gov (United States)

    Koutsoupidou, Theano; Hargreaves, David J.

    2009-01-01

    This article reports a quasi-experimental study of the effects of improvisation on the development of children's creative thinking in music. The study was conducted in a primary school classroom with two matched groups of 6-year-old children over a period of six months. The music lessons for the experimental group were enriched with a variety of…

  11. Open-Ended Approach: An Effort in Cultivating Students' Mathematical Creative Thinking Ability and Self-Esteem in Mathematics

    Science.gov (United States)

    Fatah, Abdul; Suryadi, Didi; Sabandar, Jozua; Turmudi

    2016-01-01

    The present study aims at examining the use of open-ended approach in cultivating senior high school students' mathematical creative thinking ability (MCTA) and self-esteem (SE) in mathematics viewed from school category. The subjects of this research were the students grade XI at three schools; high, middle and low category in Kota Serang, Banten…

  12. Creative Thinking of University Teachers in the Age of Intellectual Capital: Is It Affected by Personality Types and Traits?

    Science.gov (United States)

    AlFuqaha, Isam Najib; Tobasi, Adnan

    2015-01-01

    This article attempts to probe the level of creative thinking of teachers at Philadelphia University in Jordan, and to define its relation with several independent demographic variables, namely age, gender, duration of experience, specialization, and personality types and traits. To accomplish this purpose, three questionnaires are administered on…

  13. The Effect of Virtual vs. Traditional Classroom Instruction on Creative Thinking of Iranian High School EFL Learners

    Science.gov (United States)

    Varzaneh, Soheila Shafiee; Baharlooie, Roya

    2015-01-01

    This study investigated the effect of virtual vs. traditional classroom instruction on creative thinking among Iranian High school EFL Learners. One-hundred and forty three female of high and low level of proficiency, who were selected randomly, were assigned to two VLI (N = 60) and TCI group (N = 60) based on their scores in OPT. Then, each group…

  14. Critical and Creative Thinking as Learning Processes at Top-Ranking Chinese Middle Schools: Possibilities and Required Improvements

    Science.gov (United States)

    Liu, Z. K.; He, J.; Li, B.

    2015-01-01

    Fostering and enabling critical and creative thinking of students is considered an important goal, and it is assumed that in particular, talented students have considerable potential for applying such high-level cognitive processes for learning in classrooms. However, Chinese students are often considered as rote learners, and that learning…

  15. The Necessity of Teaching Oral Skills in the Classroom

    Institute of Scientific and Technical Information of China (English)

    Gao Jian hong

    2008-01-01

    Today teaching oral communicative skills has gradually become an acknowledged approach in China. As English teachers, we should create a spoken English learning environment and encourage students to practice more. This paper advances the necessity of oral skills teaching in the classroom. While teaching, we should be aware of the cultural differences between the east and the west and find appropriate methods to engage learners in appropriate conversations. Then we can achieve the final purpose of teaching the target language.

  16. Rorschach interpretation with high-ability adolescent females: psychopathology or creative thinking?

    Science.gov (United States)

    Franklin, K W; Cornell, D G

    1997-02-01

    Highly intelligent and creative persons have long posed interpretation difficulties for users of the Rorschach Inkblot Test. This study examined Exner's (1993) Schizophrenia, Depression, and Coping Deficit indices as adjustment measures in a sample of 43 female adolescents enrolled in an early college entrance program and a comparison group of 19 girls enrolled in public high school gifted programs. Contrary to conventional interpretation, higher scores on the Rorschach Schizophrenia Index among the accelerants were correlated with healthy emotional adjustment on both the California Psychological Inventory and the Self-Perception Profile for Adolescents (SPPA). Further analyses offered support for the hypothesis that among accelerants, elevated scores on the Rorschach constellations did not indicate psychopathology, but rather their creative thinking style.

  17. [Internal structure and standardised scores of the Torrance Test of Creative Thinking].

    Science.gov (United States)

    Ferrando, Mercedes; Ferrándiz, Carmen; Bermejo, María R; Sánchez, Cristina; Parra, Joaquín; Prieto, María D

    2007-08-01

    The present work sets out to study the internal structure of the Torrance Test of Creative Thinking (TTCT) and to establish standardised scores that will enable the test to be used in both a diagnostic and educational context. 649 students (319 girls and 330 boys), aged 5 to 12 years from various schools in Murcia and Alicante (SE Spain), took part in the study. The findings suggest that the psychometric characteristics of TTCT are satisfactory, and its internal structure can be attributed to three factors that are responsible for a high percentage of the variance (73.8%). The standardised score tables, which are provided for first time in this context, will be useful in the evaluation of creativity and the identification of students with high intellectual abilities.

  18. 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.

  19. Using Blended Learning in Developing Student Teachers Teaching Skills

    Science.gov (United States)

    Isman, Aytekin; Abanmy, Fahad AbdulAziz; Hussein, Hisham Barakat; Al Saadany, Mohammed Abdelrahman

    2012-01-01

    The research aims to determine the effectiveness of using blended learning Approach in developing student teachers teaching skills, and defining teaching skills that confront students of teachers college at King Saud University need it. The research uses the Quasi- Experimental approach, with four experimental groups (Mathematics (21)--Science…

  20. The Teaching Methodology of Arabic Speaking Skills: Learners' Perspectives

    Science.gov (United States)

    Haron, Sueraya Che

    2013-01-01

    Teaching methodology plays an important role in transmitting knowledge and skills to learners. The effectiveness of both knowledge and skills depends greatly on the methodology used. This paper describes a study to investigate the learners' perspectives on the teaching methodology used by the teachers at the Centre for Foundation Studies,…

  1. Talents Unlimited. A Critical and Creative Thinking Skills Model. Awareness Packet.

    Science.gov (United States)

    Talents Unlimited, Inc., Mobile, AL.

    The Talents Unlimited (TU) is designed to help teachers recognize and nurture the multiple talents of children. Research based on the work of Calvin Taylor has identified high level talents in which all people excel to varying extents. Taylor has suggested a grouping of talents based on the needs of the world-of-work, specifying the academic…

  2. Talents Unlimited: An Inservice Education Model for Teaching Thinking Skills.

    Science.gov (United States)

    Schlichter, Carol

    1986-01-01

    The Talents Unlimited Project is a research-based inservice model employing the multiple talent approach to teach creative and critical thinking skills. Major training activities include: theory and/or strategy presentation; skill modeling; practice in simulated and classroom settings; performance feedback; and coaching on skills application.…

  3. What Research Tells Us about Teaching Thinking Skills

    Science.gov (United States)

    Beyer, Barry K.

    2008-01-01

    The findings and recommendations of researchers and specialists in thinking-skill learning and teaching have important implications for classroom efforts to improve student thinking. This summary identifies various types of thinking skills and skill components recommended for classroom instruction. The author describes and cites research-derived…

  4. An Evaluation of Computerized Behavioral Skills Training to Teach Safety Skills to Young Children

    Science.gov (United States)

    Vanselow, Nicholas R.; Hanley, Gregory P.

    2014-01-01

    Previous research has demonstrated the efficacy of behavioral skills training (BST) and in situ training (IST) for teaching children to protect themselves. However, BST may be resource intensive and difficult to implement on a large scale. We evaluated a computerized version of BST (CBST) to teach safety skills and determined the extent to which…

  5. Teaching Techniques, Types of Personality, and English Listening Skill

    OpenAIRE

    Ni Made Ratminingsih

    2013-01-01

    Abstract: Teaching Techniques, Types of Personality, and English Listening Skill. This study inves­tigated the effect of teaching techniques and types of personality on English listening skill. This experi­mental study involved 88 students under investigation, which were determined randomly through multi-stage random sampling technique. The results of the research indicate that there is an interaction effect between the teaching techniques and types of personality on the English listening ski...

  6. Teaching Listening as a Communicative Skill in Military English

    Science.gov (United States)

    Likaj, Manjola

    2015-01-01

    This article deals with teaching listening in English for Specific Purposes and more specifically in Military English. There are presented different approaches on listening and ways on teaching it in ESP. Active listening it is seen as one of the most productive and applicable approach in teaching ESP students how to master the skill of listening.…

  7. Teaching intubation skills using newly deceased infants.

    Science.gov (United States)

    Benfield, D G; Flaksman, R J; Lin, T H; Kantak, A D; Kokomoor, F W; Vollman, J H

    1991-05-08

    This prospective study was designed to (1) test the hypothesis that the majority of families of newly dead infants in a tertiary neonatal intensive care unit would consent to their infants' being intubated for teaching purposes, (2) determine factors related to family consent, and (3) determine the effects of participation on resident physicians and respiratory therapists. Family consent for intubation was requested following 44 (80%) of the 55 deaths that occurred during the 10-month study period. Of these requests, 32 (73%) were granted. Proportionately more white than black families consented and consent was positively related to autopsy permission. Fifty-three (75%) of 71 trainees completed a mailed questionnaire after their first intubation experience. Although each respondent found the experience helpful, many reported mixed feelings categorized as doubt about participating, apprehension and discomfort, respect for the body, appreciation for the opportunity, a sense of achievement, and feelings of comfort knowing that consent had been obtained. These findings confirm our initial hypothesis and suggest that (1) newly dead infants can be a valuable resource for teaching intubation skills, and (2) others considering a similar approach need to be aware of and sensitive to trainees' feelings.

  8. Temper and Tantrum Tamers. Breakthrough Strategies To Teach and Counsel Troubled Youth: Social Skills, School Skills, Coping Skills Lesson Series.

    Science.gov (United States)

    Wells, Ruth Herman

    This document is one of eight in a series of guides designed to help teach and counsel troubled youth. It presents 20 lessons designed to teach the coping skills necessary to control one's temper. The first lesson teaches students the meaning of aggressive behavior; this lesson and several others throughout the guide focus on helping aggressive…

  9. Application of situational teaching approach in nursing skills training

    Directory of Open Access Journals (Sweden)

    Feng ZHOU

    2014-11-01

    Full Text Available Objective: to improve the comprehensive ability of nursing students, to meet the need of clinical nursing. Methods: selected senior nursing students of two classes from grade 2012 , one class was taught by situational teaching method, the other class was in the traditional teaching method. By questionnaire with theory and skills examination, analyze the two groups of nursing students in the teaching effect. Results: the experimental group of situational teaching of nursing students generally agree that the experimental group nursing theory and skills examination scores were higher than control group (the value of T are 2.339, 2.339; P < 0.05 respectively difference is statistically significant. Conclusion: the application of situational teaching method in nursing skill training, improves the teaching effect and the comprehensive ability of nursing students, worth wide application.

  10. THE EDUCATION OF ART DESIGN AND THE CULTIVATION OF CREATIVE THINKING%艺术设计教育与创造性思维的培养

    Institute of Scientific and Technical Information of China (English)

    陈海燕

    2015-01-01

    The cultivation of students' creative thinking is the key of art design education. This paper not only discusses the importance of the concept of creative thinking and creative thinking in art design education, but also points out some problems during the cultivation of creative thinking. It points out that we must strengthen the cultivation of creative thinking for training talents who are creative in art design. The use of associative thinking, reverse thinking, divergent thinking and convergent thinking methods, strengthens the training of students' creative thinking to adapt to the rapid development and the urgent needs of the community.%培养学生的创造性思维是艺术设计教育的关键,本文论述了创造性思维的概念、创造性思维在艺术设计教育中的重要性以及创造性思维的培养问题,指出培养富有创造力的艺术设计人才必须注重加强创造性思维的培养,运用联想思维、逆向思维、发散思维和收敛思维等方法,加强对学生创造性思维的训练,以适应社会的高速发展和迫切需求。

  11. [Torrance Tests of Creative Thinking (TTCT): elements for construct validity in Portuguese adolescents].

    Science.gov (United States)

    Oliveira, Ema; Almeida, Leandro; Ferrándiz, Carmen; Ferrando, Mercedes; Sainz, Marta; Prieto, María Dolores

    2009-11-01

    The aim of this work is to study the unidimensional and multidimensional nature of creativity when assessed through divergent thinking tasks, as proposed in Torrance's battery (Torrance Creative Thinking Test, TTCT). This battery is made up of various tasks with verbal and figurative content, aimed at estimating the level of creativity according to the dimensions or cognitive functions of fluency, flexibility, originality and elaboration of the individuals' ideas. This work used a sample of 595 Portuguese students from 5th and 6th grade. The results of confirmatory factor analysis reveals that the unidimensional model (a general factor of creativity) and the model of factors as a function of the cognitive dimensions of creativity, based on task content, do not fit well. The model with the best fit has a hierarchical factor structure, in which the first level comprises the factors for each of the subtests applied and the second level includes verbal or figurative content. The difficulty to verify the structural validity of the TTCT is noted, and the need for further studies to achieve, in practice, better individual creativity scores.

  12. Brain correlates underlying creative thinking: EEG alpha activity in professional vs. novice dancers.

    Science.gov (United States)

    Fink, Andreas; Graif, Barbara; Neubauer, Aljoscha C

    2009-07-01

    Neuroscientific research on creativity has revealed valuable insights into possible brain correlates underlying this complex mental ability domain. However, most of the studies investigated brain activity during the performance of comparatively simple (verbal) type of tasks and the majority of studies focused on samples of the normal population. In this study we investigate EEG activity in professional dancers (n=15) who have attained a high level of expertise in this domain. This group was compared with a group of novices (n=17) who have only basic experience in dancing and completed no comprehensive training in this field. The EEG was recorded during performance of two different dancing imagery tasks which differed with respect to creative demands. In the first task participants were instructed to mentally perform a dance which should be as unique and original as possible (improvisation dance). In the waltz task they were asked to imagine dancing the waltz, a standard dance which involves a sequence of monotonous steps (lower creative demands). In addition, brain activity was also measured during performance of the Alternative Uses test. We observed evidence that during the generation of alternative uses professional dancers show stronger alpha synchronization in posterior parietal brain regions than novice dancers. During improvisation dance, professional dancers exhibited more right-hemispheric alpha synchronization than the group of novices did, while during imagining dancing the waltz no significant group differences emerged. The findings complement and extend existing findings on the relationship between EEG alpha activity and creative thinking.

  13. Creative thinking as orchestrated by semantic processing vs. cognitive control brain networks.

    Science.gov (United States)

    Abraham, Anna

    2014-01-01

    Creativity is primarily investigated within the neuroscientific perspective as a unitary construct. While such an approach is beneficial when trying to infer the general picture regarding creativity and brain function, it is insufficient if the objective is to uncover the information processing brain mechanisms by which creativity occurs. As creative thinking emerges through the dynamic interplay between several cognitive processes, assessing the neural correlates of these operations would enable the development and characterization of an information processing framework from which to better understand this complex ability. This article focuses on two aspects of creative cognition that are central to generating original ideas. "Conceptual expansion" refers to the ability to widen one's conceptual structures to include unusual or novel associations, while "overcoming knowledge constraints" refers to our ability to override the constraining influence imposed by salient or pertinent knowledge when trying to be creative. Neuroimaging and neuropsychological evidence is presented to illustrate how semantic processing and cognitive control networks in the brain differentially modulate these critical facets of creative cognition.

  14. Creative thinking as orchestrated by semantic processing versus cognitive control brain networks

    Directory of Open Access Journals (Sweden)

    Anna eAbraham

    2014-02-01

    Full Text Available Creativity is primarily investigated within the neuroscientific perspective as a unitary construct. While such an approach is beneficial when trying to infer the general picture regarding creativity and brain function, it is insufficient if the objective is to uncover the information processing brain mechanisms by which creativity occurs. As creative thinking emerges through the dynamic interplay between several cognitive processes, assessing the neural correlates of these operations would enable the development and characterization of an information processing framework from which to better understand this complex ability. This article focuses on two aspects of creative cognition that are central to generating original ideas. Conceptual expansion refers to the ability to widen one’s conceptual structures to include unusual or novel associations, while overcoming knowledge constraints refers to our ability to override the constraining influence imposed by salient or pertinent knowledge when trying to be creative. Neuroimaging and neuropsychological evidence is presented to illustrate how semantic processing and cognitive control networks in the brain differentially modulate these critical facets of creative cognition.

  15. Teaching and Assessing Communication Skills in Medical Undergraduate Training.

    Science.gov (United States)

    Modi, Jyoti Nath; Anshu, -; Chhatwal, Jugesh; Gupta, Piyush; Singh, Tejinder

    2016-06-08

    Good communication skills are essential for an optimal doctor-patient relationship, and also contribute to improved health outcomes. Although the need for training in communication skills is stated as a requirement in the 1997 Graduate Medical Education Regulations of the Medical Council of India, formal training in these skills has been fragmentary and non-uniform in most Indian curricula. The Vision 2015 document of the Medical Council of India reaffirms the need to include training in communication skills in the MBBS curriculum. Training in communication skills needs approaches which are different from that of teaching other clinical subjects. It is also a challenge to ensure that students not only imbibe the nuances of communication and interpersonal skills, but adhere to them throughout their careers. This article addresses the possible ways of standardizing teaching and assessment of communication skills and integrating them into the existing curriculum.

  16. Implementation of Teaching Skills and Strategies in the Schools

    DEFF Research Database (Denmark)

    Choeda, Choeda; Kinley, Kinley

    2013-01-01

    Teaching Skills’ and ‘Teaching Strategies’ are two core (professional) modules offered at the two colleges of education in Bhutan to develop pedagogical knowledge and skills of student teachers. However, a tracer study (in press) done by Samtse College of Education [SCE] revealed teacher graduates...... of teaching skills and strategies in the schools. Teacher graduates, both male and female having working experience of three years and above, teaching in Middle Secondary and Higher Secondary Schools, were selected as the participants in the study. Samples were drawn from the different parts of the country...

  17. Teaching Reference Skills: Does it really Matter?

    Directory of Open Access Journals (Sweden)

    Monika Kavalir

    2010-05-01

    Full Text Available The article discusses the results of a study at the core of which is the question of whether teaching reference skills really matters – i.e. how useful it is to train students to work with dictionaries. To answer this query, two issues are investigated: firstly, how effective the particular methodology developed here is with regard to using thesauri; and secondly, whether it makes a difference if some specific hands-on exercises are included or excluded. By the end of the project, the students felt that thesauri, a previously unknown language tool, would be quite useful for their work in the future; on average, they were planning to use a thesaurus several times a month. The analysis of the student questionnaires and a comparison of lexical variation in the first and second drafts of the essays also showed that the experimental group, which received more practical training, generally found thesauri more useful and, accordingly, used them more than the control group did.

  18. Teaching and Assessing Teamwork Skills in Engineering and Computer Science

    Directory of Open Access Journals (Sweden)

    Robert W. Lingard

    2010-02-01

    Full Text Available To be successful in today's workplace, engineering and computer science students must possess high levels of teamwork skills. Unfortunately, most engineering programs provide little or no specific instruction in this area. This paper outlines an assessment-driven approach toward teaching teamwork skills. Working with the Industrial Advisory Board for the College, a set of performance criteria for teamwork was developed. This set of criteria was used to build an assessment instrument to measure the extent to which students are able to achieve the necessary skills. This set of criteria provides a clear basis for the development of an approach toward teaching teamwork skills. Furthermore, the results from the assessment can be used to adjust the teaching techniques to address the particular skills where students show some weaknesses. Although this effort is in the early stages, the approach seems promising and will be improved over time.

  19. Improving of the teaching methods of chemical subjects by using of teaching tests in high educational institutions

    Directory of Open Access Journals (Sweden)

    Gulzahira Turebekova

    2015-03-01

    Full Text Available Using the information technologies may cause great pedagogical effect: using of computer opens the opportunity for organization of problem teaching developing the creative thinking, forming research, practical skills of students, creation of the steady positive motivation of the students. Technical facilities of the computer technology allow solving the teaching and research tasks in the chemistry come as original catalyst of creation of different types of information technology systems and projection on their basis the novel ways and methods of their application. Use of computer technology in education helps to support necessary educational level of students and pay attention to their independent work. The article represents that the computer testing can be widely used for control of knowledge and for teaching. Teaching testing arouses interest in subject and develops ability of self-preparation and self – education, provides in-door and out- door work.

  20. Competence and teaching skills: reflections on the concept and assessment

    Directory of Open Access Journals (Sweden)

    Isabel Guzmán Ibarra

    2011-04-01

    Full Text Available This article discusses some concepts of competence, to identify their common elements that can be transferred to educational practices on competition. The intention is to establish levels of consistency among the components of the concept with educational practices and competitions. On this basis, we discuss some strategies for teaching skills to identify and propose strategies and tools that focus on authentic assessment to evaluate teaching skills.

  1. Direct teaching of thinking skills using clinical simulation.

    Science.gov (United States)

    Su, Whei Ming; Juestel, Marne J

    2010-01-01

    Because of the nursing faculty shortage, many academic leaders hire clinicians who are not formally prepared for an academic role. Novice faculty face an immediate need to develop teaching skills. One of the most crucial areas is the ability to help students develop critical thinking. To address this need, the authors describe how they used clinical simulation to incorporate direct teaching of thinking skills into course content and how this resulted in a faculty mentoring experience.

  2. Teaching Transferable Compensatory Skills and Processes to Visually Impaired Adults.

    Science.gov (United States)

    Roberts, Alvin

    2001-01-01

    This article presents the eight laws of association theory and applies four of them to strategies for teaching transferable skills to individuals with visual impairments. Strategies described include situation forecasting, generalization, sense shifting, performing skills repetitively to facilitate the transfer habit, and assigning an intensity…

  3. Teaching Play Skills to Young Children with Autism

    Science.gov (United States)

    Jung, Sunhwa; Sainato, Diane M.

    2013-01-01

    Background: Play is critical for the development of young children and is an important part of their daily routine. However, children with autism often exhibit deficits in play skills and engage in stereotypic behaviour. We reviewed studies to identify effective instructional strategies for teaching play skills to young children with autism.…

  4. Teaching Two Household Safety Skills to Children with Autism

    Science.gov (United States)

    Summers, Jay; Tarbox, Jonathan; Findel-Pyles, Rachel S.; Wilke, Arthur E.; Bergstrom, Ryan; Williams, W. Larry

    2011-01-01

    Appropriate reactions to potentially hazardous situations may help prevent children from incurring injury or abduction. However, children with autism and other developmental disorders may not develop safety skills without explicit intervention. This study used a simple behavioral skills training package for teaching children with autism to respond…

  5. Evaluation of Peer Training for Teaching Abduction Prevention Skills

    Science.gov (United States)

    Tarasenko, Melissa A.; Miltenberger, Raymond G.; Brower-Breitwieser, Carrie; Bosch, Amanda

    2010-01-01

    Child abduction is a serious problem, with approximately 100 children killed each year by nonfamily abductors. Training programs to teach children the correct skills to use if they ever come into contact with a stranger can be effective when they incorporate behavioral skills training (BST) and in-situ training (IST) into their protocol. However,…

  6. Teaching Inclusion Preparation Skills to Children with Developmental Disabilities

    Science.gov (United States)

    Odluyurt, Serhat; Batu, E. Sema

    2010-01-01

    The general purpose of the present study was to examine the effectiveness of simultaneous prompting embedded in activities for teaching preparatory skills to children with developmental disabilities. Furthermore, determining the perspectives of the teachers about the skills taught to the participants and also to themselves were targeted. Depending…

  7. Teaching Skills in Medical Information Retrieval to Medical Students.

    Science.gov (United States)

    Kolner, Stuart J.; And Others

    1986-01-01

    A project that attempts to overcome the principal obstacles and to provide an efficient and effective method of teaching information retrieval skills to second-year medical students is described. The method includes a pretest, a diagnosis of deficiencies in information skills, a self-paced learning module, and a posttest. (Author/MLW)

  8. Enhancing Student Teachers' Teaching Skills through a Blended Learning Approach

    Science.gov (United States)

    Albhnsawy, Abeer Abdalhalim; Aliweh, Ahmed Mahmoud

    2016-01-01

    This study investigated the effect of a blended learning program on student teachers' teaching skills in an undergraduate microteaching course. The blended learning program lasted for nine weeks. This program aimed at integrating social network tasks and face-to-face teaching activities. Pre- and post-tests were administered to assess student…

  9. The Direct Teaching of Thinking as a Skill.

    Science.gov (United States)

    De Bono, Edward

    1983-01-01

    This study emphasizes the relationship of perception to thinking and explains direct teaching of thinking. Without clarity of seeing and creativity, perception is shown to become narrow patterning. The Cognitive Research Trust program is recommended for teaching thinking skills using transferable thinking "tools." Self-images of students…

  10. [Gender differences in EEG coherence changes during figural creative thinking: the efficacy coupling].

    Science.gov (United States)

    Vol'f, N V; Tarasova, I V; Razumnikova, O M

    2009-01-01

    The study was aimed to explore the features of interaction between cortical areas during figural creative task performance in high- and low-creative men and women. We divided the participants into two groups with high and low creativity by the median of originality score. EEG was recorded at rest and during task performance (Torrance Tests of Creative Thinking "Incomplete figures"). The EEG coherence was computed in six frequency bands from theta1 to beta2. We analyzed the total values of coherence for each of 16 sites, calculated separately for intrahemispheric and interhemispheric connections. In the theta2, alphal, and alpha2 bands, coherence values decreased in task performance as compared to baseline in subjects with lower originality scores, whereas in subjects with higher scores, they increased in the theta2 and alpha1 bands. The decrease in the alpha2 band in the higher-creativity group was significantly lower in comparison with the decrease in the lower-score group. In the alpha2 band, the interaction of gender, creativity, laterality, and electrode position factors was also found during analysis of task-induced coherence changes. Further examination of the interaction showed the similarity of EEG coherence patterns in men and women with opposite creative abilities and higher values of task-induced coherence changes in the anterior regions of the left hemisphere and posterior regions of the right hemisphere in high-creative in comparison with low-creative men. The findings are discussed in terms of different cognitive strategies used by men and women that may have the same results in creative problem solving.

  11. Divergent creative thinking in young and older adults: Extending the effects of an episodic specificity induction.

    Science.gov (United States)

    Madore, Kevin P; Jing, Helen G; Schacter, Daniel L

    2016-08-01

    Recent research has suggested that an episodic specificity induction-brief training in recollecting the details of a past experience-enhances divergent creative thinking on the alternate uses task (AUT) in young adults, without affecting performance on tasks thought to involve little divergent thinking; however, the generalizability of these results to other populations and tasks is unknown. In the present experiments, we examined whether the effects of an episodic specificity induction would extend to older adults and a different index of divergent thinking, the consequences task. In Experiment 1, the specificity induction significantly enhanced divergent thinking on the AUT in both young and older adults, as compared with a control induction not requiring specific episodic retrieval; performance on a task involving little divergent thinking (generating associates for common objects) did not vary as a function of induction. No overall age-related differences were observed on either task. In Experiment 2, the specificity induction significantly enhanced divergent thinking (in terms of generating consequences of novel scenarios) in young adults, relative to another control induction not requiring episodic retrieval. To examine the types of creative ideas affected by the induction, the participants in both experiments also labeled each of their divergent-thinking responses as an "old idea" from memory or a "new idea" from imagination. New, and to some extent old, ideas were significantly boosted following the specificity induction relative to the control. These experiments provide novel evidence that an episodic specificity induction can boost divergent thinking in young and older adults, and indicate that episodic memory is involved in multiple divergent-thinking tasks.

  12. Teaching Creative Thinking and Transitioning Students to the Workplace in an Academic Setting

    Science.gov (United States)

    Senra, Michael; Fogler, H. Scott

    2014-01-01

    In their collegiate studies, students are given a wide range of concepts, theories, and equations to assist them in their future endeavors. However, students have not been sufficiently exposed to practical critical thinking methodologies that will benefit them as they encounter open-ended problems. A course developed at the University of Michigan…

  13. Teaching medical students consultation skills using e-learning

    DEFF Research Database (Denmark)

    Jørgensen, Merete; Witt, Klaus; Fridorff-Jens, Peter Kindt

    2015-01-01

    Teaching consultation skills to medical students using e-learning. Introduction: We have been teaching Family Medicine at the University of Copenhagen for more than twenty years. We wish to develop a method to evaluate the current teaching of consultation skills and the effect of new interventions...... general practice consultations. 1. Levenstein JH, McCracken EC, McWhinney IR, Stewart MA, Brown JB. The patient-centred clinical method. A model for the doctor-patient interaction in family medicine. Fam Pract. 1986 Mar; 3(1):24-30. 2. Warnecke E, Pearson S. Medical students' perceptions of using e-learning...

  14. Evaluation of Behavioral Skills Training for Teaching Abduction-Prevention Skills to Young Children

    Science.gov (United States)

    Johnson, Brigitte M.; Miltenberger, Raymond G.; Egemo-Helm, Kristin; Jostad, Candice M.; Flessner, Christopher; Gatheridge, Brian

    2005-01-01

    This study examined the effectiveness of individual behavioral skills training in conjunction with in situ training in teaching 13 preschool children abduction prevention skills. Children's performance was measured during baseline, training, and at 2-week, 1-month, and 3-month follow-ups using in situ assessments in which abduction prevention…

  15. On the Cultivation of Children's Creative Thinking in Fine Arts Education%论儿童美术教育中创造性思维能力的培养

    Institute of Scientific and Technical Information of China (English)

    戴祥勇

    2012-01-01

    Children are born with the noticeable feeling and aesthetic ability to the outside world. However, their paintings are often stiff and lack creation and soul due to the restriction of adults' traditional teaching styles. The children's fine arts education should not be aimed at cultivating a painter. Instead, it should stress the cultivation of children's abilities of observation, thinking, practice and creation. Its creation education lies in reforming the traditional teaching styles, innovating teaching methods and stimulating children's imagination and their interest in fine arts. In addition, the teachers should prepare the situation for arousing children's creative thinking in an attempt to realize the cultivation of children's ability of creative thinking.%儿童与生俱来就对生活世界存在独特的感受能力、审美角度。儿童绘画却常常因为受到成年人传统教学模式的限制而表现得呆板、固定,缺乏童真的创意和灵魂。儿童美术教育,不应以培养其成为画家为首要目的,而首先应注重培养孩子们的观察能力、思维能力、动手能力和创造能力。儿童美术教育中的创造性教育在于改变传统教学模式,创新教学方式,激发儿童的想象力和对美术学习的兴趣,融会贯通,并积极为儿童展现产生创造性思维的情景,最终实现对创造性思维能力的培养。

  16. Using professional interpreters in undergraduate medical consultation skills teaching.

    Science.gov (United States)

    Bansal, Aarti; Swann, Jennifer; Smithson, William Henry

    2014-01-01

    The ability to work with interpreters is a core skill for UK medical graduates. At the University of Sheffield Medical School, this teaching was identified as a gap in the curriculum. Teaching was developed to use professional interpreters in role-play, based on evidence that professional interpreters improve health outcomes for patients with limited English proficiency. Other principles guiding the development of the teaching were an experiential learning format, integration to the core consultation skills curriculum, and sustainable delivery. The session was aligned with existing consultation skills teaching to retain the small-group experiential format and general practitioner (GP) tutor. Core curricular time was found through conversion of an existing consultation skills session. Language pairs of professional interpreters worked with each small group, with one playing patient and the other playing interpreter. These professional interpreters attended training in the scenarios so that they could learn to act as patient and family interpreter. GP tutors attended training sessions to help them facilitate the session. This enhanced the sustainability of the session by providing a cohort of tutors able to pass on their expertise to new staff through the existing shadowing process. Tutors felt that the involvement of professional interpreters improved student engagement. Student evaluation of the teaching suggests that the learning objectives were achieved. Faculty evaluation by GP tutors suggests that they perceived the teaching to be worthwhile and that the training they received had helped improve their own clinical practice in consulting through interpreters. We offer the following recommendations to others who may be interested in developing teaching on interpreted consultations within their core curriculum: 1) consider recruiting professional interpreters as a teaching resource; 2) align the teaching to existing consultation skills sessions to aid integration

  17. 当代大学生创造性思维培养探析%A probe into the cultivation of creative thinking of college students

    Institute of Scientific and Technical Information of China (English)

    曾丽娟; 吴宗庭

    2012-01-01

    The paper analyzes that creative thinking from the smart drive-inspiration,intuition and imagination,and it studies on the formation and expression of three college students’ creative thinking ability of extremely important significance.Cultivation of creative thinking of college students should follow the rules of creative thinking,from strengthening the logic training,knowledge and information added,thinking space expanding,non-intelligence factors training,practice activities,and other aspects,the occasion,step by step to enhance its efficiency and effectiveness of creative thinking.%研究指出,创造性思维源于智能的驱动——灵感、直觉和想象,研究三者的形成与表现对大学生创造性思维的培养有极其重要的意义。认为大学生创造性思维的培养要遵循创造性思维规律,从加强逻辑思维训练、知识与信息补充、思维空间拓展、非智力因素培养、实践活动开展等几个方面入手,提高其创造性思维的效率和效益。

  18. Cultural Teaching: The Development of Teaching Skills in Maya Sibling Interactions.

    Science.gov (United States)

    Maynard, Ashley E.

    2002-01-01

    Examined the development of teaching skills in older siblings responsible for teaching their younger siblings to become competent members of their culture among children from a Zinacantec Maya village in Chiapas, Mexico. Found that by age 4, children took responsibility for initiating teaching situations with their younger siblings, and by 8,…

  19. On Logic Thinking and Creative Thinking%论逻辑思维与创新思维

    Institute of Scientific and Technical Information of China (English)

    秦振泽

    2011-01-01

    Relying on logic thinking,fostering creative thinking is a necessary requirement for the development of our times.Challenging conventional thinking,pursuing distinctive thinking and cultivating three-dimensional thinking are essential requirements for optimizing the thinking mode.%依托逻辑思维,强化创新思维是时代发展的必然要求。挑战传统思维、追求独特思维、培养立体思维是优化思维方式的基本要求。

  20. Pre-Service Teachers’ Opinions on Teaching Thinking Skills

    Directory of Open Access Journals (Sweden)

    Orhan Akınoğlu

    2016-08-01

    Full Text Available 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 used in data collection and percentage and frequency values were calculated for the data analysis. The results showed that preservice teachers thought that thinking skills could be taught and teaching thinking skills should begin in pre-school level. They regarded the mixed approach as the most effective approach in teaching thinking skills. They considered that teachers‟ and administrators‟ modeling were considerably important in thinking-friendly classrooms and schools. They believed that being open to different opinions was the most important attribute of teachers who promote thinking. Pre-service teachers perceive themselves partially competent in developing students‟ thinking skills in the future. However, they emphasized the need for training in teaching thinking skills at schools

  1. An Interprofessional Approach to Teaching Communication Skills

    Science.gov (United States)

    Sargeant, Joan; MacLeod, Tanya; Murray, Anne

    2011-01-01

    Introduction: Recent research suggests that effective interprofessional communication and collaboration can positively influence patient satisfaction and outcomes. Health professional communication skills do not necessarily improve over time but can improve with formal communication skills training (CST). This article describes the development,…

  2. Teaching Social Skills: An Effective Online Program

    Science.gov (United States)

    Sanchez, Rebecca P.; Brown, Emily; DeRosier, Melissa E.

    2015-01-01

    Educators, policymakers, and the general public agree that social skills should be taught to children. In an effort to bridge this gap between evidence-based social skills training and populations in need, the authors have developed an Intelligent Social Tutoring System (ISTS) that fosters learning through adaptive interaction between the student…

  3. An Analysis on the Cultivation of TV Editor’s Creative Thinking%浅析电视编导创新思维培养

    Institute of Scientific and Technical Information of China (English)

    冯一刚

    2012-01-01

    As the main creator of TV programs,the television editor is the main body of TV communication work,and they influence the trend of TV programs.Through introducing the creative thinking which the television editors should possess,this article provides the concrete requirements of possessing the creative thinking,and emphatically analyzes how to cultivate the creative thinking.%作为电视节目主要创造者的电视编导,是电视传播工作的主体,影响着电视节目的走向。本文从介绍电视编导所应具备的创新思维入手,提出了具备创新思维的具体要求,并重点分析了如何培养创新思维。

  4. On the Cultivation of Students' Creative Thinking in the Education of Artistic Design%学生创造性思维在我院艺术设计教育中的培养

    Institute of Scientific and Technical Information of China (English)

    柯山

    2011-01-01

    大学艺术设计教育的重点应该从技术设计转为创意艺术设计,强调创造性思维的开发,突破单纯技艺传授的方式。着重培养学生的创造力,建立以培养创造型艺术设计人才为目标的教育体系。如何在艺术设计教学中有效地开发与挖掘学生的潜能、培养学生的创遣性思维,是现代高校教学改革项目中的一个重点课题。文章从平面艺术设计教学的实际出发,从三个方面探讨了如何培养学生的创造性思维。%Along with the rapid development of the undergraduate education of our college and the background of the big diversified information, the training of our creative talents with creative thinking has become one of the important links and one part in the process of teaching. But the years of teacher-training educational model of art dramatically restricts the cultivation of students' creative and original play. In this article, the author discusses how to train students' creative thinking from art design teaching reality in several aspects.

  5. Teaching Communication Skills to Radiology Residents.

    Science.gov (United States)

    Itri, Jason N; Yacob, Sammy; Mithqal, Ayman

    2017-01-17

    The transition of health care in the United States from volume to value requires a systems-based approach aligning clinical services across the continuum of care. The ability to communicate effectively and resolve conflict is a critical skill within the systems-based model. Recognizing the essential role of communication in medicine, the Accreditation Council of Graduate Medical Education has designated interpersonal and communication skills a core competency for all residents regardless of specialty. Yet, communication skills are often developed through on-the-job training or not at all. Traditional educational curricula use a predominantly didactic approach without opportunities for trainees to observe, actively experiment, or reflect on what is learned as a part of the learning process. In this article, we describe a 1-day experiential communication skills workshop customized for radiology residents that consists of Myers-Briggs Type Indicator and conflict management sessions designed to develop interpersonal, communication, and conflict management skills through group discussion, role-play, and simulation. The purpose of this educational initiative was to determine the perceived value of an experiential communication skills workshop designed for radiology trainees.

  6. On Creative Thinking in Graphic Design%图形创意中创造性思维之探究

    Institute of Scientific and Technical Information of China (English)

    胡继艳

    2011-01-01

    在视觉艺术中,图形语言是信息交流中最直观、最简洁的传播媒介。图形是一切造型中最基本、最重要的元素,创意是图形设计的灵魂。所有的创意都以创造性思维为基础,创造性思维潜能的发掘离不开后天的培养与挖掘。从培养创造性思维主要途径,来探究图形创意中创造性思维的培养。%Graphic language is the most direct and straightforward medium in visual arts. Graph is the fundamcntal element in pattern designs, while creation is the soul of graphic designs. All creations are based on creative thinking which resuhs from aquisition. This article deals with creative thinking in graphic design.

  7. Teaching strategies to promote critical thinking skills in nursing staff.

    Science.gov (United States)

    Dobrzykowski, T M

    1994-01-01

    The promotion of critical thinking skills necessary for safe, effective, state-of-the-art nursing care is discussed in this article. Definitions of critical thinking and inductive and deductive reasoning are explored. Benner's (1986) research, based on Dreyfus and Dreyfus' (1980) model of skill acquisition, provides a basis for the various strategies mentioned to teach critical thinking. Implementation and evaluation of these strategies are addressed.

  8. Teaching empathy and other compassion-based communication skills.

    Science.gov (United States)

    Kelley, Kevin J; Kelley, Mary F

    2013-01-01

    Empathy plays an important role in comprehensive nursing care. Empathy outcome research shows that exposure to an empathetic person has a palliative and even healing effect on patients. Teaching nurses how to communicate with empathy is crucial to unleash the true potential that empathy has to transform and heal. Four active listening skills and six compassion-based skills are defined. A suggested training rubric appropriate for use in multiple training contexts is provided.

  9. SKILLS-BASED TEACHING OF READING COMPREHENSION

    Institute of Scientific and Technical Information of China (English)

    1996-01-01

    IntroductionTeaching English reading in a non-English speaking situation is a very.challenging job.Despite greatefforts made,not much effect is shown.As the importance of reading comprehension is once againstressed,all the teachers and language workers in the college English world in China have been trying todeal with the issue of how best to teach reading comprehension.During the past few years,someimprovement has been made in this field.As ESL workers,we have been teaching English to Chinese medical students,and have also had theexperience of teaching English to Spanish speakers in the USA.What impresses us most is that no matterwhat native language our students speak,they are all very well motivated to learn English in order to meettheir specific needs.Our goal is not only to improve their English language competence,but to makethem become efficient English readers.

  10. Taken with Surprise: Critical Incidents in Teaching

    Science.gov (United States)

    Pui-Lan, Kwok; Brown, William P.; Delamarter, Steve; Frank, Thomas E.; Marshall, Joretta L.; Menn, Esther; Riggs, Marcia Y.

    2005-01-01

    This collection of essays tackles thorny questions related to critical incidents in teaching. By using different pedagogical methods and techniques, each author provokes creative thinking about how to address specific concerns common to teaching. The authors demonstrate that the teaching and learning process must make room for--if not…

  11. Peer-assisted teaching of basic surgical skills

    Directory of Open Access Journals (Sweden)

    Ryan Preece

    2015-06-01

    Full Text Available Background: Basic surgical skills training is rarely emphasised in undergraduate medical curricula. However, the provision of skills tutorials requires significant commitment from time-constrained surgical faculty. Purpose: We aimed to determine how a peer-assisted suturing workshop could enhance surgical skills competency among medical students and enthuse them towards a career in surgery. Methods: Senior student tutors delivered two suturing workshops to second- and third- year medical students. Suturing performance was assessed before and after teaching in a 10-min suturing exercise (variables measured included number of sutures completed, suture tension, and inter-suture distance. Following the workshop, students completed a questionnaire assessing the effect of the workshop on their suturing technique and their intention to pursue a surgical career. Results: Thirty-five students attended. Eighty-one percent believed their medical school course provided insufficient basic surgical skills training. The mean number of sutures completed post-teaching increased significantly (p<0.001, and the standard deviation of mean inter-suture distance halved from ±4.7 mm pre-teaching, to ±2.6 mm post-teaching. All students found the teaching environment to be relaxed, and all felt the workshop helped to improve their suturing technique and confidence; 87% found the peer-taught workshop had increased their desire to undertake a career in surgery. Discussion: Peer-assisted learning suturing workshops can enhance medical students’ competence with surgical skills and inspire them towards a career in surgery. With very little staff faculty contribution, it is a cheap and sustainable way to ensure ongoing undergraduate surgical skills exposure.

  12. Framework for Teaching Psychomotor and Procedural Skills in Nursing.

    Science.gov (United States)

    Oermann, Marilyn H; Muckler, Virginia C; Morgan, Brett

    2016-06-01

    The development of psychomotor and procedural skills requires opportunities for repetitive practice combined with specific, informational feedback from the teacher, another expert, or simulator to correct performance errors. Practice enables learners to refine skills and progress through the phases of motor learning: cognitive, associative, and autonomous. Practice should be spaced over time, can occur in dyads, and can rapidly cycle between practicing and receiving feedback and coaching until skills are mastered. The purpose of this article is to examine psychomotor skill learning in nursing and to suggest strategies for nurse educators in teaching motor and procedural skills in nursing programs, as well as in clinical settings. J Contin Educ Nurs. 2016;47(6):278-282.

  13. Using professional interpreters in undergraduate medical consultation skills teaching

    Directory of Open Access Journals (Sweden)

    Bansal A

    2014-11-01

    Full Text Available Aarti Bansal,1 Jennifer Swann,1 William Henry Smithson2 1Academic Unit of Primary Medical Care, University of Sheffield, UK; 2Department of General Practice, University College Cork, Cork, Ireland Abstract: The ability to work with interpreters is a core skill for UK medical graduates. At the University of Sheffield Medical School, this teaching was identified as a gap in the curriculum. Teaching was developed to use professional interpreters in role-play, based on evidence that professional interpreters improve health outcomes for patients with limited English proficiency. Other principles guiding the development of the teaching were an experiential learning format, integration to the core consultation skills curriculum, and sustainable delivery. The session was aligned with existing consultation skills teaching to retain the small-group experiential format and general practitioner (GP tutor. Core curricular time was found through conversion of an existing consultation skills session. Language pairs of professional interpreters worked with each small group, with one playing patient and the other playing interpreter. These professional interpreters attended training in the scenarios so that they could learn to act as patient and family interpreter. GP tutors attended training sessions to help them facilitate the session. This enhanced the sustainability of the session by providing a cohort of tutors able to pass on their expertise to new staff through the existing shadowing process. Tutors felt that the involvement of professional interpreters improved student engagement. Student evaluation of the teaching suggests that the learning objectives were achieved. Faculty evaluation by GP tutors suggests that they perceived the teaching to be worthwhile and that the training they received had helped improve their own clinical practice in consulting through interpreters. We offer the following recommendations to others who may be interested in

  14. Teaching Basic Skills through Literature: Professional's Guide.

    Science.gov (United States)

    Ryan, Concetta Doti

    Based on the premise that improvement in students' reading, writing, and content area skills occurs when authentic literature is used as the core of reading instruction, this book offer guidelines for teachers who wish to incorporate literature into their classrooms. According to the book, the educational value of children's books as teaching…

  15. "Star Power" for Teaching Professional Skills to Engineering Students

    Science.gov (United States)

    Goh, Suk Meng

    2012-01-01

    The objective of this study is to evaluate the potential of a game called "Star Power" to teach professional skills to mechanical engineering undergraduates. The game was conducted as an activity in a final year Professional Practice unit. A survey in the form of a questionnaire was administered to participating students in the following…

  16. Involving Parents in Teaching Social Communication Skills to Young Children

    Science.gov (United States)

    Weiss, Amy L.; Theadore, Geraldine

    2011-01-01

    This article focuses on why and how speech-language pathologists and other professionals can encourage the involvement of parents in teaching social communication skills to their young children. Four main topics are explored: (1) the evidence that many of the children with special needs served by speech-language pathologists and other…

  17. Reciprocal Teaching of Lecture Comprehension Skills in College Students

    Science.gov (United States)

    Spivey, Norman R.; Cuthbert, Andrea

    2006-01-01

    This study explored the effects of a reciprocal teaching intervention designed to enhance the lecture comprehension skills of college students. Forty low-verbal ability students and 40 high-verbal ability students (as measured by SAT scores) were chosen for the study and randomly assigned to experimental or control groups. The experimental groups…

  18. Teaching the Soft Skills: Three Students Break It Down

    Science.gov (United States)

    Merz, Sandy

    2015-01-01

    Teaching soft skills (i.e., grit, empathy, collaboration, perseverance, communication, ethics, self-management) is a task that might seem overwhelming to new teachers, but this article offers practical advice from students about how to incorporate the lessons into the classroom.

  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. Integrative Teaching Techniques and Improvement of German Speaking Learning Skills

    Science.gov (United States)

    Litualy, Samuel Jusuf

    2016-01-01

    This research ist a Quasi-Experimental research which only applied to one group without comparison group. It aims to prove whether the implementation of integrative teaching technique has influenced the speaking skill of the students in German Education Study Program of FKIP, Pattimura University. The research was held in the German Education…

  1. ACCESS! Teaching Writing Skills to Students with Intellectual Disability

    Science.gov (United States)

    Cannella-Malone, Helen I.; Konrad, Moira; Pennington, Robert C.

    2015-01-01

    The purpose of this article is to provide teachers with tools that they can use to teach written expression to school-age students with intellectual disabilities. These tools are presented around the mnemonic ACCESS: accommodations and assistive technologies, concrete topics, critical skills, explicit instruction, strategy instruction, systematic…

  2. Can Distance Learning Be Used to Teach Automotive Management Skills?

    Science.gov (United States)

    Noto, Teresa L.

    2011-01-01

    Today's automotive college students will shape the future of the automobile industry. The success of college-level automotive programs has long been dependent on the students' ability to participate in hands-on classroom based interactions. In this article, distance learning and how it can be used to teach automotive management skills, as well as…

  3. Impact of Model-Based Teaching on Argumentation Skills

    Science.gov (United States)

    Ogan-Bekiroglu, Feral; Belek, Deniz Eren

    2014-01-01

    The purpose of this study was to examine effects of model-based teaching on students' argumentation skills. Experimental design guided to the research. The participants of the study were pre-service physics teachers. The argumentative intervention lasted seven weeks. Data for this research were collected via video recordings and written arguments.…

  4. Using a Local Area Network to Teach Computer Revision Skills.

    Science.gov (United States)

    Thompson, Diane P.

    1989-01-01

    Describes the use of a local area network and video switching equipment in teaching revision skills on computer. Explains that reading stories from texts, rewriting them from differing character viewpoints, and editing them as a group exposed students to a variety of writing problems and stimulated various revision strategies. (SG)

  5. Teaching perceptual skills in clinical diagnostics using digital media

    NARCIS (Netherlands)

    Scheiter, Katharina; Jarodzka, Halszka

    2011-01-01

    Scheiter, K., & Jarodzka, H. (2011, May). Teaching perceptual skills in clinical diagnostics using digital media. Presentation at the 2nd International Conference “Research in Medical Education”: Shaping diamonds from bench to bedside, Universität Tübingen.

  6. Teaching Job Interviewing Skills with the Help of Television Shows

    Science.gov (United States)

    Bloch, Janel

    2011-01-01

    Because of its potential for humor and drama, job interviewing is frequently portrayed on television. This article discusses how scenes from popular television series such as "Everybody Loves Raymond," "Friends," and "The Mary Tyler Moore Show" can be used to teach effective job interview skills in business communication courses. Television…

  7. How Do We Teach English Productive Skills?

    Institute of Scientific and Technical Information of China (English)

    唐丽兰

    2016-01-01

    This essay discussed two main dominant methods in speaking, namely, audiolingualism and communicative approach and anther two prevailing approaches in writing, namely product approach and process approach and exemplified possibilities on how stimulus, purpose and feedback are exploited in these methods. The interactions in betweens these factors value essentially important in effective teaching and learning.

  8. Teaching Foreign-Language Skills. Second Edition.

    Science.gov (United States)

    Rivers, Wilga M.

    This second edition is a complete reworking of the 1968 text to include later views of language learning and teaching, and theories of linguistics and psychology. The text is intended particularly for use in methods classes in conjunction with observation of experienced foreign language teachers. The early chapters deal with general principles…

  9. Comparing Language Teaching and Other-Skill Teaching: Has the Language Teacher Anything to Learn?

    Science.gov (United States)

    Johnson, Keith; Jackson, Sarah

    2006-01-01

    The paper describes a research project which observes the teaching practices of trainers working in three non-linguistic skill ("other-skill") areas--music (classical singing), table tennis, and flight simulation. The aim is to compare these practices with those of the language teacher and to consider whether the latter has anything to learn from…

  10. Decision story strategy: a practical approach for teaching decision making.

    Science.gov (United States)

    Smith, D L; Hamrick, M H; Anspaugh, D J

    1981-12-01

    Teachers are usually very enthusiastic in their evaluations of decision stories. Decision Story Strategies offer a change of pace, promote student involvement and stimulate creative thinking, problem solving and everpresent creative teaching-learning opportunities. The real-life problems presented within the structure of a decision story provide meaningful learning opportunities for students. Students begin to think in a broader perspective when considering other points of view and information sources. The Decision Story Strategy used with the Decision-Making Model provides a powerful tool for health educators to develop skills for making and evaluating decisions in an interesting and meaningful context. It may not be a panacea for all health educators, but is an effective strategy for the teacher concerned with developing independent decision makers. Most importantly, students are provided opportunities to solve their present problems as well as develop decision-making skills for the future.

  11. Journaling and the Improvement of Writing Skills for Incoming College Freshmen

    Science.gov (United States)

    Hight, Jim D.

    2013-01-01

    Journaling is an effective tool for the development of writing skills and creative thinking; however, research has not revealed how it improves writing skills in the college classroom. The majority of the studies related to journaling are elementary school studies, which do not provide statistics on how journaling can improve writing skills for…

  12. Are medical schools hesitant to teach undergraduate students teaching skills? A medical student's critical view.

    Science.gov (United States)

    Mileder, Lukas Peter

    2013-01-01

    Junior medical staff provides a large proportion of undergraduate student education. However, despite increasing numbers of resident-as-teacher training programs, junior doctors may still not be sufficiently prepared to teach medical students. Hence, medical schools should consider implementing formal teaching skills training into undergraduate curricula.

  13. Using the Power Card Strategy To Teach Sportsmanship Skills to a Child with Autism.

    Science.gov (United States)

    Keeling, Katharine; Myles, Brenda Smith; Gagnon, Elisa; Simpson, Richard L.

    2003-01-01

    A study examined the effectiveness of the Power Card Strategy in teaching sportsmanship skills to a 10-year-old girl with autism. The strategy incorporates special interests to teach and reinforce academic, behavior, and social skills. The strategy was effective in teaching sportsmanship skills and the behavioral generalized across multiple…

  14. Teaching Skill Acquisition and Development in Dental Education.

    Science.gov (United States)

    Lyon, Lucinda J; Hoover, Terry E; Giusti, Lola; Booth, Mark T; Mahdavi, Elham

    2016-08-01

    Development of dental faculty members is paramount to providing outstanding education and role modeling for students. With the large number of second career educators in dental schools, an efficient method of acquiring teaching skills is important for new faculty members. Knowing the skill progression and learning experiences identified by dental educators of varying rank may lead to more efficient, effective faculty development. The aims of this study were to identify the perceptions of a group of faculty members about the knowledge, skills, attitudes, and learning experiences that contribute to developing teaching expertise and to compare and contrast the perceptions of new and more senior faculty members on these subjects. The Dreyfus skill acquisition continuum of novice to expert performance was used as a construct reference. The study used a mixed-methods approach in which qualitative and quantitative data were collected concurrently in an electronic survey of faculty members at one U.S. dental school. Of the 492 total faculty members, 80 survey responses were received, for a 16% response rate. Open coding and analysis of responses revealed some common themes. Building rich content knowledge and learning varied methodologies for teaching and assessment, supported by an awareness of peer role models, were perceived to be features of early growth. Content prioritization, clarity, and customization appropriate for the learner characterized mid growth. As theorized in the Dreyfus model, more experienced faculty members described a fluid, less structured teaching process, increased reflection, and appreciation of the strength of the educational community. The results of this study may help increase dental educators' understanding of teaching skill acquisition and inform faculty development and support.

  15. Teaching Electronic Health Record Communication Skills.

    Science.gov (United States)

    Palumbo, Mary Val; Sandoval, Marie; Hart, Vicki; Drill, Clarissa

    2016-06-01

    This pilot study investigated nurse practitioner students' communication skills when utilizing the electronic health record during history taking. The nurse practitioner students (n = 16) were videotaped utilizing the electronic health record while taking health histories with standardized patients. The students were videotaped during two separate sessions during one semester. Two observers recorded the time spent (1) typing and talking, (2) typing only, and (3) looking at the computer without talking. Total history taking time, computer placement, and communication skills were also recorded. During the formative session, mean history taking time was 11.4 minutes, with 3.5 minutes engaged with the computer (30.6% of visit). During the evaluative session, mean history taking time was 12.4 minutes, with 2.95 minutes engaged with the computer (24% of visit). The percentage of time individuals spent changed over the two visits: typing and talking, -3.1% (P = .3); typing only, +12.8% (P = .038); and looking at the computer, -9.6% (P = .039). This study demonstrated that time spent engaged with the computer during a patient encounter does decrease with student practice and education. Therefore, students benefit from instruction on electronic health record-specific communication skills, and use of a simple mnemonic to reinforce this is suggested.

  16. The Outcomes of a Social Skills Teaching Program for Inclusive Classroom Teachers

    Science.gov (United States)

    Sazak Pinar, Elif; Sucuoglu, Bülbin

    2013-01-01

    In this study, the effectiveness of a Social Skills Teaching Program (SSTP) prepared for inclusive classroom teachers was investigated. The SSTP gauged (1) teachers' expectations related to social skills of students with special needs, (2) their knowledge levels related to teaching social skills, and (3) their use of social skills teaching…

  17. An Investigation of an Arts Infusion Program on Creative Thinking, Academic Achievement, Affective Functioning, and Arts Appreciation of Children at Three Grade Levels.

    Science.gov (United States)

    Luftig, Richard L.

    2000-01-01

    Investigates the effects of an arts infusion program (SPECTRA+) on the creative thinking, academic achievement, self-esteem, locus of control, and appreciation of the arts by school children (n=615). Reports that SPECTRA+ program children scored higher than the control group in creativity, self-esteem, and arts appreciation, while data for…

  18. 医疗设备档案管理中创新思维的运用%Exploration of creative thinking application in medical equipment archive administration

    Institute of Scientific and Technical Information of China (English)

    王春鹤

    2012-01-01

    Objective: To explore the active role of creative thinking application in medical equipment archive administration. Methods: The application of creative thinking and ability was scientifically explored through literature review and practice summary. Results: The application of creative thinking in medical equipment archives administration makes an attempt in effective medical archives usage. Conclusion: The exploration of creative thinking and ability may change the delay status quo of medical equipment archive administration.%目的:探讨创新思维在医疗设备档案管理中的积极作用.方法:通过查阅文献和实践经验总结,对创新思维和创新能力的实施进行科学探讨.结果:将创新内容应用于医疗设备档案管理中,为高效率利用医疗设备档案资源进行有益尝试.结论:通过对创新思维、创新能力的探讨,有望改变医疗设备档案管理滞后的现状和局面.

  19. The Effect of the Van Hiele Model Based Instruction on the Creative Thinking Levels of 6th Grade Primary School Students

    Science.gov (United States)

    Erdogan, Tolga; Akkaya, Recai; Celebi Akkaya, Sibel

    2009-01-01

    The aim of this study is to determine the effect of the Van Hiele model based instruction process on the creative thinking levels of 6th grade primary school students. Pre test-post test matching control group quasi-experimental design was used in the study. Fifty five students enrolled in sixth grades during the 2005-2006 educational year formed…

  20. Factor Structure of the Torrance Tests of Creative Thinking Figural Form B in Spanish-Speaking Children: Measurement Invariance across Gender

    Science.gov (United States)

    Krumm, Gabriela; Lemos, Viviana; Filippetti, Vanessa Arán

    2014-01-01

    On the basis of contradictory findings regarding the factor structure of the Torrance Tests of Creative Thinking (TTCT) Figural scale, the objective of this study was to compare, through a confirmatory factor analysis (CFA), four theoretical models that explain the operationalized creativity construct with the TTCT. We evaluated a sample of 577…

  1. The Effect of Blended Learning Approach on Fifth Grade Students' Academic Achievement in My Beautiful Language Textbook and the Development of Their Verbal Creative Thinking in Saudi Arabia

    Science.gov (United States)

    Al-Madani, Feras Mohammed

    2015-01-01

    This study aims at investigating the effect of Blended Learning approach compared to the traditional learning approach on fifth grade students' achievement in My Beautiful Language Textbook and the development of their verbal creative thinking. The study consisted of 49 students among which 25 are males in the Experimental Group and 24 females in…

  2. Teaching Techniques, Types of Personality, and English Listening Skill

    Directory of Open Access Journals (Sweden)

    Ni Made Ratminingsih

    2013-01-01

    Full Text Available Abstract: Teaching Techniques, Types of Personality, and English Listening Skill. This study inves­tigated the effect of teaching techniques and types of personality on English listening skill. This experi­mental study involved 88 students under investigation, which were determined randomly through multi-stage random sampling technique. The results of the research indicate that there is an interaction effect between the teaching techniques and types of personality on the English listening skill; there is no significant difference in the listening skill between the group of students who learn using the game technique and those who learn using the song technique; the listening skill of students having extrovert personality is better than those having introvert personality; the listening skill of students having extrovert personality who learn using the game technique is lower than those who learn using the song technique; and the listen­ing skill of students having introvert personality who learn using the game technique is higher than those who learn using the song technique. Abstrak: Teknik Pembelajaran, Tipe Kepribadian, dan Keterampilan Mendengarkan Bahasa Inggris. Penelitian ini bertujuan untuk mengetahui pengaruh teknik pembelajaran dan tipe kepribadian terhadap keterampilan mendengarkan bahasa Inggris. Penelitian ini melibatkan 88 orang siswa, yang ditentukan secara acak melalui multi stage random sampling technique. Hasil penelitian menunjukkan bahwa terdapat pengaruh interaksi antara teknik pembelajaran dan tipe kepribadian terhadap keterampilan mendengarkan bahasa Inggris; tidak terdapat perbedaan yang signifikan pada keterampilan mendengarkan antara siswa yang belajar dengan teknik pembelajaran permainan dan lagu; keterampilan mendengarkan siswa yang berkepribadian ekstroversi lebih baik daripada yang berkepribadian introversi; keterampilan mendengarkan siswa yang berkepribadian ekstroversi, yang belajar dengan teknik pembelajaran

  3. Innovative integrative bedside teaching model improves tutors’ self-assessments of teaching skills and attitudes

    Directory of Open Access Journals (Sweden)

    Itai Gat

    2016-02-01

    Full Text Available Introduction: Patient bedside is the ideal setting for teaching physical examination, medical interviewing, and interpersonal skills. Herein we describe a novel model for bedside teaching (BST practiced during tutor training workshop and its resulting effect on practitioners’ self assessment of teaching skills and perceptions. Methods: One-day tutor training workshop included theoretical knowledge supplementation regarding tutors’ roles as well as implementing practical tools for clinical education, mainly BST model. The model, which emphasizes simultaneous clinical and communication teaching in a stepwise approach, was practiced by consecutive simulations with a gradual escalation of difficulty and adjusted instruction approaches. Pre- and post-workshop-adjusted questionnaires using a Likert scale of 1 to 4 were completed by participants and compared. Results: Analysis was based on 25 out of 48 participants who completed both questionnaires. Significantly improved teaching skills were demonstrated upon workshop completion (mean 3.3, SD 0.5 compared with pre-training (mean 2.6, SD 0.6; p<0.001 with significant increase in most examined parameters. Significantly improved tutor's roles internalization was demonstrated after training completion (mean 3.7, SD 0.3 compared with pre-workshop (mean 3.5 SD 0.5; p=0.002. Discussion: Successful BST involves combination of clinical and communication skills. BST model practiced during the workshop may contribute to improved teaching skills in this challenging environment.

  4. 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.

  5. Educational technologies in health sciences libraries: teaching technology skills.

    Science.gov (United States)

    Hurst, Emily J

    2014-01-01

    As technology rapidly changes, libraries remain go-to points for education and technology skill development. In academic health sciences libraries, trends suggest librarians provide more training on technology topics than ever before. While education and training have always been roles for librarians, providing technology training on new mobile devices and emerging systems requires class creation and training capabilities that are new to many librarians. To appeal to their users, many health sciences librarians are interested in developing technology-based classes. This column explores the question: what skills are necessary for developing and teaching technology in an academic health sciences library setting?

  6. Peer assisted learning: teaching dental skills and enhancing graduate attributes.

    Science.gov (United States)

    Cameron, D A; Binnie, V I; Sherriff, A; Bissell, V

    2015-09-25

    This study describes a pilot project in which peer assisted learning (PAL) is used to teach dental clinical skills. A cluster randomised controlled trial compared opinions of Bachelor of Dental Surgery (BDS) students from peer-led groups versus staff-led groups in a clinical (impression taking) and a pre-clinical (handpiece skills) task. BDS5 (peer tutors) in their final year delivered teaching to BDS1 (tutees) for each task. Quantitative data from tutees and the peer tutors was gathered from questionnaires, along with open written comments. PAL was well received by both tutees and peer tutors. BDS1 tutees rated BDS5 peer tutors highly for delivery of information, and level of feedback. The tutees considered peer tutors more approachable and less intimidating than staff. Peer tutors reported their own knowledge had increased as a result of teaching. In a summative OSCE (objective structured clinical examination) four months following the teaching, no statistical significant difference between the performance of peer-led and staff-led groups was found at stations related to the subject matter in question. It is argued that PAL, as well as being a useful method of delivering subject-specific teaching, is able to contribute to the development of graduate attributes.

  7. 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.

  8. Developing Creative Teaching Module: Business Simulation in Teaching Strategic Management

    Science.gov (United States)

    Abdullah, Nor Liza; Hanafiah, Mohd Hizam; Hashim, Noor Azuan

    2013-01-01

    Globalization and liberalization in the business environment have changed the requirements of types and qualities of human capital needed by the corporate sector. In relation to this, business graduates not only need to have theoretical understanding, but they also need to have creative thinking, communication skills and decision making skills…

  9. Diverse and Creative Uses of Cases for Teaching

    Science.gov (United States)

    Patton, Michael Quinn

    2005-01-01

    The purpose of this concluding chapter has been to stimulate creative thinking about how to use cases for evaluation teaching and training. The preparation of professional evaluators presents special challenges. Imaginative new teaching and training resources are appearing, as evidenced by the special sections on evaluation teaching that now…

  10. Teaching physiology to dental students: matching teaching and learning styles in a South African dental school.

    Science.gov (United States)

    Allers, Nico

    2010-09-01

    This study compared the preference for learning styles of dental students in a small class in physiology at a South African university with the preference for teaching styles of the lecturers. It also analyzed and evaluated the teaching methods and aids the lecturers used. The study was done in the last teaching block of the year after students have been exposed to all the lecturing styles in the same premedical subject. Two separate questionnaires were used in the study in order to evaluate teaching methods and teaching media used by the lecturers and to measure the teaching methods and teaching media that students preferred. Through a critical analysis of the data, it was found that the students preferred cooperative and active teaching/learning experiences more than the lecturers are using them. The study emphasizes the importance of students being actively involved in the teaching-learning process through cooperative methods. This may enhance their ability to utilize cognitive skills such as creative thinking, interpretation, critical thinking, and problem-solving.

  11. Research on the Development and Teaching of Thinking Skills

    OpenAIRE

    Margarita Amestoy de Sánchez

    2002-01-01

    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...

  12. Outcomes of a National Faculty Development Program in Teaching Skills

    Science.gov (United States)

    Houston, Thomas K; Clark, Jeanne M; Levine, Rachel B; Ferenchick, Gary S; Bowen, Judith L; Branch, William T; Boulware, Dennis W; Alguire, Patrick; Esham, Richard H; Clayton, Charles P; Kern, David E

    2004-01-01

    BACKGROUND Awareness of the need for ambulatory care teaching skills training for clinician-educators is increasing. A recent Health Resources and Services Administration (HRSA)-funded national initiative trained 110 teams from U.S. teaching hospitals to implement local faculty development (FD) in teaching skills. OBJECTIVE To assess the rate of successful implementation of local FD initiatives by these teams. METHODS A prospective observational study followed the 110 teams for up to 24 months. Self-reported implementation, our outcome, was defined as the time from the training conference until the team reported that implementation of their FD project was completely accomplished. Factors associated with success were assessed using Kaplan-Meier analysis. RESULTS The median follow-up was 18 months. Fifty-nine of the teams (54%) implemented their local FD project and subsequently trained over 1,400 faculty, of whom over 500 were community based. Teams that implemented their FD projects were more likely than those that did not to have the following attributes: met more frequently (P=.001), had less turnover (P=.01), had protected time (P=.01), rated their likelihood of success high (P=.03), had some project or institutional funding for FD (P=.03), and came from institutions with more than 75 department of medicine faculty (P=.03). The cost to the HRSA wwas $22,033 per successful team and $533 per faculty member trained. CONCLUSIONS This national initiative was able to disseminate teaching skills training to large numbers of faculty at modest cost. Smaller teaching hospitals may have limited success without additional support or targeted funding. PMID:15610333

  13. Improving Students’ English Reading Skills in Junior Teaching

    Institute of Scientific and Technical Information of China (English)

    陈阿亲

    2009-01-01

    Reading is an important way of communication.Through reading,people can be well ingformed.Therefore,reading plays a key role yn Junior English teaching.However,a lot of students in junior middle school are not skilled at reading.One of the problems is that they do not know how to read.This paper suggests the following effective reading shills:changing the traditional ways of reading,improving students’ skills of skimming and scanning,cultivating abilities of guessing and limited reading,enlarging the scope of reading,forming students’good habits of reading.By using these skills,students’speed of reading and reading comprehension can be improved.

  14. 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.

  15. Teaching general problem-solving skills is not a substitute for, or a viable addition to, teaching mathematics

    NARCIS (Netherlands)

    Sweller, John; Clark, Richard; Kirschner, Paul A.

    2010-01-01

    Sweller, J., Clark, R., & Kirschner, P. A. (2010). Teaching general problem-solving skills is not a substitute for, or a viable addition to, teaching mathematics. Notices of the American Mathematical Society, 57, 1303-1304.

  16. Utilizing Teaching Interactions to Facilitate Social Skills in the Natural Environment

    Science.gov (United States)

    Kassardjian, Alyne; Taubman, Mitchell; Rudrud, Eric; Leaf, Justin B.; Edwards, Andrew; McEachin, John; Leaf, Ron; Schulze, Kim

    2013-01-01

    Individuals diagnosed with autism spectrum disorder often display deficits in social skills. While research has shown behavioral interventions to be effective in teaching and/or increasing a variety of appropriate social skills, limited research has shown generalization of these skills to the natural setting. The Teaching Interaction procedure…

  17. Factors Affecting Higher Order Thinking Skills of Students: A Meta-Analytic Structural Equation Modeling Study

    Science.gov (United States)

    Budsankom, Prayoonsri; Sawangboon, Tatsirin; Damrongpanit, Suntorapot; Chuensirimongkol, Jariya

    2015-01-01

    The purpose of the research is to develop and identify the validity of factors affecting higher order thinking skills (HOTS) of students. The thinking skills can be divided into three types: analytical, critical, and creative thinking. This analysis is done by applying the meta-analytic structural equation modeling (MASEM) based on a database of…

  18. Teaching office-based couples counseling skills: enhancing residents professional and personal relationship skills.

    Science.gov (United States)

    Stern, Patricia J; Carlton, Janice C

    2014-01-01

    Effective communication skills are essential for: 1) developing therapeutic physician-patient relationships; 2) negotiating within healthcare teams; and 3) maintaining meaningful personal relationships. This article describes a behavioral science seminar designed to teach residents the fundamentals of couple dynamics and familiarize them with a variety of tools for enhancing communication skills. The seminar consists of a didactic portion, a review of learning materials and instructional DVD, and group discussion. Learning objectives include: a) recognizing the developmental stages of relationships; b) identifying potential communication barriers; and c) use of communication skills tools in three contexts including patient care, healthcare teams, and personal relationships. The seminar is conducted for third-year residents on an annual basis; concepts and materials are reinforced throughout all 3 years of training.

  19. Teaching communication skills and medical ethics to undergraduate medical student

    Directory of Open Access Journals (Sweden)

    SADIA AHSIN

    2013-07-01

    Full Text Available Introduction: The purpose of this study was to improve communication skills and knowledge of bioethics of last year medical students doing clerkship and to evaluate the effectiveness of using workshops for this purpose from students’ point of view, in order to continue such programs in future. Methods: After Ethical approval for the study a two-day workshop on teaching effective communication skills and principles of medical ethics was planned and conducted by the department of Medical Education through multidisciplinary faculty of Foundation University Medical College, Pakistan. A total of 102 last year medical students participated in this workshop. The students were divided into 8 groups each containing 12 students. A team of pre trained facilitators for each group conducted the group activities. Teaching strategies including interactive discussions on basic principles of doctor-patient relationship, power point presentations, day to day case scenarios, video clips and presentations involving students in role plays were used. Pre and post workshop self evaluation proformas about knowledge and skills of communication and medical ethics were rated (0=none, 1=below average, 2=average, 3=above average, 4=very good, 5=excellent by the students. Results: 89 out of 102 participants returned the proformas. A significant percentage of students (%82 showed improvement in their knowledge and skills of appreciating bioethical issues like valid informed consent, patient confidentiality, end of life issues and breaking bad news by rating as “very good” after participation in the workshop. More than %70 students recommended this activity for other students. Conclusion: Teaching through interactive workshops was found to be an effective method as reflected by students’ feedback. Therefore, the program will be continued in future.

  20. Effects of Student Teaching on the Classroom Management Beliefs and Skills of Music Student Teachers.

    Science.gov (United States)

    Brand, Manny

    1982-01-01

    Does the music student teaching experience affect student teachers' classroom management beliefs and skills, and as a result of student teaching, do the classroom management beliefs and skills of music student teachers and their cooperating teachers become more congruent? Research indicates that student teaching does not affect student teacher…

  1. Teaching the Dance Class: Strategies to Enhance Skill Acquisition, Mastery and Positive Self-Image

    Science.gov (United States)

    Mainwaring, Lynda M.; Krasnow, Donna H.

    2010-01-01

    Effective teaching of dance skills is informed by a variety of theoretical frameworks and individual teaching and learning styles. The purpose of this paper is to present practical teaching strategies that enhance the mastery of skills and promote self-esteem, self-efficacy, and positive self-image. The predominant thinking and primary research…

  2. Beyond the bounds of the dogmatic image of thought: the development of critical, creative thinking in the mental health professions.

    Science.gov (United States)

    Roberts, M

    2014-05-01

    Reflections upon what it might mean to think, and about what inherited presuppositions or images might influence what thinking is thought to consist of, are not readily considered in the mental health care literature. However, the work of the 20th century French philosopher Gilles Deleuze and, in particular, his account of 'the dogmatic image of thought' can be employed to illustrate how such considerations can be of relevance to the theoretical and practical concerns of mental health professionals. In doing so, Deleuze's work can be understood as seeking to sensitize mental health professionals to the dangers of unreflectively adopting a restrictive notion of what it means to think, as well as an exhortation to develop critical, creative thinking in the mental health professions that moves beyond the bounds of the traditional, dogmatic image of thought. Considerations about what it might mean to think, and about what inherited presuppositions determine what thinking is thought to consist of, are not readily reflected upon in the mental health care literature. However, this paper will propose that such considerations are of relevance to, and possess important implications for, the mental health professions, and it will do so within the context of the work of the 20th century philosopher Gilles Deleuze. In particular, the paper will provide an accessible exposition of what Deleuze refers to as the 'dogmatic image of thought', along with an examination of his suggestion that this traditional image, and its associated presuppositions, not only determine what is considered to be the ostensible 'nature' of thought, but also delineate what the activity of thinking ought to be concerned with. Moreover, it will be argued that Deleuze's exposition and critique of the image of thought can be understood as seeking to sensitize mental health professionals to the dangers of unreflectively perpetuating a restrictive notion of what it means to think, as well as being an

  3. The Comparative Status of the Creative Thinking Ability of Waldorf Education Students: A Survey.

    Science.gov (United States)

    Ogletree, Earl J.

    Waldorf Education, founded by Rudolf Steiner in 1919, is based on the philosophy of critical idealism, in which teachers assist in the natural unfolding of children's preexistent possibilities. But because there has been little research on Waldorf Education, few data have been gathered on the effectiveness of its teaching methods and…

  4. Development and Validation of Teaching Practice Evaluation Instrument for Assessing Chemistry Students' Teaching Skills

    Science.gov (United States)

    Ezeudu, F. O.; Chiaha, G. T. U.; Eze, J. U.

    2013-01-01

    The study was designed to develop and factorially validate an instrument for measuring teaching practice skills of chemistry student-teachers in University of Nigeria, Nsukka. Two research questions guided the study. The design of the study was instrumentation. All the chemistry student-teachers in the Department of Science Education, University…

  5. Investigation of creative thinking ability training for medical postgraduates%医学研究生创新思维能力培养的调查分析

    Institute of Scientific and Technical Information of China (English)

    王小芹; 刘典恩; 于秀萍

    2010-01-01

    In order to investigate the situation and explore the cultivation of creative thinking ability of postgraduates, questionnaire survey was carried out among 517 medical postgraduates in Shandong Province and the results were analyzed by SPSS 11.5 statistics software. The results showed that medical postgraduates were lack of creative thinking ability in common and there were differences among them in creative consciousness, creative thinking method and so on. Thus, school and tutors should culture postgraduates according to their characteristics so as to improve their creative thinking ability.%为了调查研究医学研究生的创新思维能力状况,并对医学研究生创新思维能力培养进行探讨,对山东省内3所高等院校和5所三级医院的517名医学研究生或毕业生进行了问卷调查,采用SPSS 11.5软件对有关数据进行统计分析.调查结果表明,医学研究生普遍欠缺创新思维能力;同时,不同年级的医学研究生和毕业生在创新意识、创新思维方法等方面存在差异.提示学校和研究生导师应当根据医学研究生的特点和具体情况对其进行有重点的创新思维方法的培养,以进一步提高他们的创新思维能力.

  6. 浅析西哲史学习中学生创新思维能力的培养%The cultivation of students' creative thinking ability of the study of the history of western philosophy

    Institute of Scientific and Technical Information of China (English)

    李乐

    2015-01-01

    The history of western philosophy of teaching process, according to the cultivation of scientific innovation spirit, in the process of learning to cultivate students' innovative thinking, in combination with the study background of the history of western philosophy, to the cultivation of students' creative thinking ability, in the current university education teaching, the students' innovative thinking ability training, into the social practice in the future, will play a very important role.%在西哲史的教学过程中,根据对科学创新精神的培养,在学习得过程中培养学生的创新思维,结合西哲史的学习背景,阐述对学生创新思维能力的培养,在当前的大学教育教学中,学生创新思维能力培养,对今后步入社会实践,将起到非常重要的作用。

  7. Teaching Academic Skills to Trainable Mentally Retarded Children: A Study in Tautology.

    Science.gov (United States)

    Burton, Thomas A.; Hirshoren, Alfred

    1979-01-01

    The efficacy of teaching higher level cognitive skills to the trainable mentally retarded is questioned as research has yet to show that the skills learned can be generalized by this population to the classroom or other settings. (Author/PHR)

  8. Teaching Skills in Undergraduate Level Teachers: Design and Validation of an Evaluation Instrument

    OpenAIRE

    Camargo Escobar, Itala Marina; Universidad Católica de Colombia; Pardo Adames, Carlos; Universidad Católica de Colombia

    2009-01-01

    We describe the design, construction and validation processes of a instrument aimed to the evaluation of teaching skills of the Catholic University of Colombia’s undergraduate level teachers. The instrument evaluates seven skills that are basic to the exercise of teaching: curriculum planning, appropriate usage of methodological designs and organization of teaching activities, scientific technological competence, appropriate interaction with students, evaluative competence, tutorial skills...

  9. Effectiveness of Video Modeling Provided by Mothers in Teaching Play Skills to Children with Autism

    Science.gov (United States)

    Besler, Fatma; Kurt, Onur

    2016-01-01

    Video modeling is an evidence-based practice that can be used to provide instruction to individuals with autism. Studies show that this instructional practice is effective in teaching many types of skills such as self-help skills, social skills, and academic skills. However, in previous studies, videos used in the video modeling process were…

  10. Let's Have Fun! Teaching Social Skills through Stories, Telecommunications, and Activities

    Science.gov (United States)

    Zhang, Kaili Chen

    2011-01-01

    This article concerns social skills interventions for children with emotional/behavioral disorders. Drawing on the author's teaching experience and the findings of research on social skills training in schools, and exploring effective ways to facilitate children's social skill development, the paper describes how social skills interventions can be…

  11. Teaching home care electronic documentation skills to undergraduate nursing students.

    Science.gov (United States)

    Nokes, Kathleen M; Aponte, Judith; Nickitas, Donna M; Mahon, Pamela Y; Rodgers, Betsy; Reyes, Nancy; Chaya, Joan; Dornbaum, Martin

    2012-01-01

    Although there is general consensus that nursing students need knowledge and significant skill to document clinical findings electronically, nursing faculty face many barriers in ensuring that undergraduate students can practice on electronic health record systems (EHRS). External funding supported the development of an educational innovation through a partnership between a home care agency staff and nursing faculty. Modules were developed to teach EHRS skills using a case study of a homebound person requiring wound care and the Medicare-required OASIS documentation system. This article describes the development and implementation of the module for an upper-level baccalaureate nursing program located in New York City. Nursing faculty are being challenged to develop creative and economical solutions to expose nursing students to EHRSs in nonclinical settings.

  12. Teaching Physicians Procedural Skills at a National Professional Meeting

    Directory of Open Access Journals (Sweden)

    Patrick Alguire, MD

    2004-01-01

    Full Text Available [Background: Practicing physicians often wish to improve their procedural skills but have limited educational opportunities to do so. Description: To summarize the effects of two procedural workshops on participants’ confidence, proficiency, and practice patterns. Evaluation: Following completion of a skin biopsy or arthrocentesis workshop, participants completed a post-course and an 8-month follow up evaluation. Recipients of this training rated it highly and reported that following training they performed more procedures, referred less, and noted an increase in their confidence that was still evident eight months after the workshop. Conclusion: Skin biopsy and arthrocentesis/joint injection skills can be taught to practicing physicians in a workshop setting at national professional meetings. Key Words: clinical competence; internal medicine; teaching; educational measurement

  13. Enhancing Teaching, Adaptability and Presentation Skills through Improvisational Theater

    Directory of Open Access Journals (Sweden)

    Thomas J. Marlowe

    2014-10-01

    Full Text Available Improvisational theater, creative role-playing and open-ended scenarios are increasingly being used as ways to emphasize the importance of combining planning with flexibility and evolution to respond to changes in context. These skills and capabilities are extremely valuable in teaching, especially for strengthening communication and interpersonal skills, as well as the capacity for critical thinking and problem solving. Further, this combination of planning with flexibility is also a major theme of agile software development and a number of other problem-solving domains, and in the collaborative development of intellectual property in technical areas. With improvisation, the plan becomes less of a fixed framework, and more of a guideline. In software engineering, it becomes a mutable structure on which to hang goals and objectives, progress, processes, artifacts, and properties. In this submission, we explore the ramifications of this approach.

  14. EFL Teaching in the Amazon Region of Ecuador: A Focus on Activities and Resources for Teaching Listening and Speaking Skills

    Science.gov (United States)

    Gonzalez, Paul F.; Ochoa, Cesar A.; Cabrera, Paola A.; Castillo, Luz M.; Quinonez, Ana L.; Solano, Lida M.; Espinosa, Franklin O.; Ulehlova, Eva; Arias, Maria O.

    2015-01-01

    Research on teaching listening and speaking skills has been conducted at many levels. The purpose of this study was to analyze the current implementation of classroom and extracurricular activities, as well as the use of educational resources for teaching both skills in public senior high schools in the Amazon region of Ecuador, particularly in…

  15. Interactive Mechanism of Semantics and Imagery in the Creative Thinking based on the Dual Cognitive Process Model and its Educational Significance%语义与表象在创造性思维认知双重加工模型中的互动机制和教育意义

    Institute of Scientific and Technical Information of China (English)

    杨旭佳; 徐婷; 谢琦; 吴庆麟

    2012-01-01

    在整个社会文化大发展的趋势下,创新无处不在。创造性思维作为人类最高能力的表现,是以领域知识为基础的信息加工与重组过程。语义和表象在创造性认知双重加工中的角色不同,却又相互补偿与完善。基于专长角度的研究,领域知识的学习与激活,以培养创造性思维为导向的教学,是落实创新成果新颖性和实用性的保障。%In the entire social and cultural trends, innovation is everywhere. As the supreme human performance capacity, creative thinking is based on domain knowledge to process information as well as its recombination process. Semantics and imagery play the different roles in the creative dual cognition process, but they perform mutual compensation and perfection as well. Based on the perspectives of expertise, knowledge learning and activation, to train creative thinking oriented teaching, are the security to implement the innovation achievement including both novelty and practical.

  16. [The impact of experimental instruction on changes in EEG power during verbal creative thinking in men and women].

    Science.gov (United States)

    Tarasova, I V; Razumnikova, O M; Vol'f, N V

    2006-01-01

    Features of EEG pattern during verbal creative thinking depending on experimental instruction were studied in men and women. Spectral power density was analyzed in six frequency bands (4-30 Hz). Performance of a creative task produced an increase in the power of theta (4-6 Hz) and beta2 (20-40 Hz) components and decrease in the power of alpha (8-13 Hz) and betal (13-20 Hz). Changes in the alpha and betal bands were observed, predominantly, in the posterior areas, whereas power of the thetal and beta2 bands increased in the anterior areas. Independently of instruction, women demonstrated greater synchronization in the theta1 band than men, whereas in men the desynchronization in the alpha2 band (10-13 Hz) was more pronounced. When the subjects were instructed to create original sentences, a widespread decrease in the EEG power was observed in the band of 8-30 Hz as compared to instruction "to create sentences". Thus, the instruction-related changes in EEG power were not gender-specific. They may reflect neural activity mediating selective attention.

  17. Teaching communications skills to medical students: Introducing the fine art of medical practice

    OpenAIRE

    Choudhary, Anjali; Gupta, Vineeta

    2015-01-01

    Introduction: Like many other people based professions, communications skills are essential to medical practice also. Traditional medical teaching in India does not address communication skills which are most essential in dealing with patients. Communication skills can be taught to medical students to increase clinical competence. Objective: To teach basic communication and counseling skills to fourth-year undergraduate students to increase their clinical competence. Methodology: A total of 4...

  18. Use of Veterinary Records To Teach Laboratory Thinking Skills in Biology.

    Science.gov (United States)

    Woolverton, Christopher J.

    1999-01-01

    Describes a laboratory protocol using clinical veterinary data that teaches the cognitive, analytical, communication, and interpersonal skills necessary for students in a biology core laboratory course. (WRM)

  19. The Effects of Two Instructional Models--Tactical and Skill Teaching--On Skill Development and Game Play, Knowledge, Self-Efficacy, and Student Perceptions in Volleyball

    Science.gov (United States)

    Harrison, Joyce M.; Blakemore, Connie L.; Richards, Robert P.; Oliver, Jon; Wilkinson, Carol; Fellingham, Gilbert

    2004-01-01

    This study evaluated the effects of Skill Teaching and Tactical approaches on skill development, game play, knowledge, and self-efficacy for 169 high- and low-skilled players of 182 beginning university Volleyball students. Three instructors each taught one Tactical and one Skill Teaching class two days a week for 16 weeks. A random coefficients…

  20. A Brief Analysis of Large Classroom’s English Teaching Management Skills

    OpenAIRE

    Weixuan Zhong

    2014-01-01

    Classroom is the basic place of teaching, where intertwined with a variety of teaching factors, and all these factors forms various kinds of connections. Scientific and effective class teaching management is the necessary and powerful measure of improving the teaching quality. Effective English teaching management skills are parts of the elements of successful large classroom teaching. Under the new educational situation, how to organize, regulate, manage large classrooms in order to train th...

  1. The Effects of a Multiple-Talent Teaching Program.

    Science.gov (United States)

    Gordon, H. James; Shaver, James P.

    1985-01-01

    A study of 450 elementary students was made to examine the effects of Talents Unlimited (TU) teaching on students' productive and creative thinking scores. Results were not consistent across grade levels, nor from class to class. There seemed to be small to moderate associations between TU teaching and test scores. (Author/MT)

  2. From TeachLivE™ to the Classroom: Building Preservice Special Educators’ Proficiency with Essential Teaching Skills

    OpenAIRE

    Dawson, Melanie Rees

    2016-01-01

    Preservice special education teachers need to develop essential teaching skills to competently address student academics and behavior in the classroom. TeachLivETM is a sophisticated virtual simulation that has recently emerged in teacher preparation programs to supplement traditional didactic instruction and field experiences. Teacher educators can engineer scenarios in TeachLivETM to cumulatively build in complexity, allowing preservice teachers to incrementally interleave target skills in ...

  3. A Preliminary Evaluation of Two Behavioral Skills Training Procedures for Teaching Abduction-Prevention Skills to Schoolchildren

    Science.gov (United States)

    Johnson, Brigitte M.; Miltenberger, Raymond G.; Knudson, Peter; Egemo-Helm, Kristin; Kelso, Pamela; Jostad, Candice; Langley, Linda

    2006-01-01

    Although child abduction is a low-rate event, it presents a serious threat to the safety of children. The victims of child abduction face the threat of physical and emotional injury, sexual abuse, and death. Previous research has shown that behavioral skills training (BST) is effective in teaching children abduction-prevention skills, although not…

  4. Should we use philosophy to teach clinical communication skills?

    Science.gov (United States)

    Gerber, Berna

    2016-11-16

    Effective communication between the doctor and patient is crucial for good quality health care. Yet, this form of communication is often problematic, which may lead to several negative consequences for both patients and doctors. Clinical communication skills have become important components of medical training programmes. The traditional approach is to teach students particular communication skills, such as listening to patients and asking open-ended questions. Despite their importance, such training approaches do not seem to be enough to deliver medical practitioners who are able and committed to communicate effectively with patients. This might be due to the pervasive negative influence of the medical profession's (mistaken) understanding of itself as a natural science on doctor-patient communication. Doctors who have been trained according to a positivist framework may consider their only responsibility to be the physical treatment of physical disorders. They may thus have little regard for the patient's psychological and social world and by extension for communication with the patient and/or their caregivers. To address this problem, I propose a curriculum, based on the academic field of philosophy, for teaching clinical communication.

  5. Should we use philosophy to teach clinical communication skills?

    Directory of Open Access Journals (Sweden)

    Berna Gerber

    2016-03-01

    Full Text Available Effective communication between the doctor and patient is crucial for good quality health care. Yet, this form of communication is often problematic, which may lead to several negative consequences for both patients and doctors. Clinical communication skills have become important components of medical training programmes. The traditional approach is to teach students particular communication skills, such as listening to patients and asking open-ended questions. Despite their importance, such training approaches do not seem to be enough to deliver medical practitioners who are able and committed to communicate effectively with patients. This might be due to the pervasive negative influence of the medical profession’s (mistaken understanding of itself as a natural science on doctor–patient communication. Doctors who have been trained according to a positivist framework may consider their only responsibility to be the physical treatment of physical disorders. They may thus have little regard for the patient’s psychological and social world and by extension for communication with the patient and/or their caregivers. To address this problem, I propose a curriculum, based on the academic field of philosophy, for teaching clinical communication.

  6. Changing the Face of Your Teaching.

    Science.gov (United States)

    Svinicki, Marilla D.

    1990-01-01

    This author discusses how some ideas from creative thinking can be applied to help an instructor change his teaching by adapting ideas from others, looking from new perspectives, using models, and inquiry. It is best to start small and be clear on what is actually happening in the class. (MLW)

  7. Study on the Strategies for Cultivating the Creative Thinking of Foreign Language Teachers of Higher Vocational Colleges%高职院校外语教师创新思维培养策略探究

    Institute of Scientific and Technical Information of China (English)

    许文静

    2016-01-01

    高职院校外语教学对于培养创新型人才具有重要作用,因而需要培养更多具有创新思维的外语教师来担当此任。高职院校外语教师创新思维的培养与其自我实现息息相关,可通过不断学习和实践来构建具有个人特色的教学理论,通过丰富的知识体系和对现代技术的掌握来创新教学手段和方法,通过不断的教学反思与科研来促进自身与学习者的共同提升。%The foreign language teaching in higher vocational colleges plays an important role in cultivating the innovative talents, and therefore it is necessary to cultivate more foreign language teachers with creative thinking to fill the post. The cultivation of innovative thinking and self-realization of higher vocational college foreign language teachers is closely linked. It is suggested to construct the teaching theory with personal characteristics through continuous learning and practice, innovate the teaching means and methods through grasping the rich knowledge and the modern technology, and promote mutual improvement between themselves and their students through continuous teaching reflection and scientific research.

  8. Rational Behavior Skills: A Teaching Sequence for Students with Emotional Disabilities.

    Science.gov (United States)

    Patton, Patricia Lucey

    1995-01-01

    Rational behavior training is a proactive teaching model concerned with helping students with behavior disorders or serious emotional disturbances develop rational thinking and appropriate social skills. Describes a seven-session sequence for teaching rational behavior skills in a middle school setting. Pre- and posttest data revealed significant…

  9. Re-introducing Skills Teaching to Nurse Education: An Action Research Project.

    Science.gov (United States)

    Pfeil, Michael

    2001-01-01

    A small nursing school sought to improve teaching of skills in communication, observation, care planning, nursing, technology, and professional/personal development. Skills were identified in questionnaires and group interviews, and ways to implement teaching without the multidisciplinary resources of larger institutions were developed. (Contains…

  10. Group Teaching of Conversational Skills to Adolescents on the Autism Spectrum

    Science.gov (United States)

    Dotson, Wesley H.; Leaf, Justin B.; Sheldon, Jan B.; Sherman, James A.

    2010-01-01

    Adolescents with autism struggle with developing meaningful social relationships. Learning appropriate conversational skills can be an important first step in creating friendships. A procedure that has been effective in teaching conversational skills to typically developing adolescents is the teaching interaction procedure, which involves…

  11. Teaching Skills and Health-Related Fitness through a Preservice Gymnastics Program

    Science.gov (United States)

    Donham-Foutch, Shae

    2007-01-01

    Children who do not develop a foundation of basic motor skills are less likely to participate in regular physical activity. An excellent way of teaching basic motor skills, as well as health-related fitness, is through gymnastics. Many young teachers, however, think that teaching gymnastics is too challenging and do not know how to incorporate it…

  12. Teaching Sexual History-Taking Skills Using the Sexual Events Classification System

    Science.gov (United States)

    Fidler, Donald C.; Petri, Justin Daniel; Chapman, Mark

    2010-01-01

    Objective: The authors review the literature about educational programs for teaching sexual history-taking skills and describe novel techniques for teaching these skills. Methods: Psychiatric residents enrolled in a brief sexual history-taking course that included instruction on the Sexual Events Classification System, feedback on residents'…

  13. Determining the Critical Skills Beginning Agriculture Teachers Need to Successfully Teach Welding

    Science.gov (United States)

    Pate, Michael L.; Warnick, Brian K.; Meyers, Tiffany

    2012-01-01

    Using the Delphi technique, agriculture teachers with significant experience teaching welding were asked to help determine the critical skills beginning agriculture teachers need to successfully teach welding. The study's objectives sought to (1) identify the knowledge and technical skill competencies that beginning agriculture teachers need to…

  14. Using Systematic Feedback and Reflection to Improve Adventure Education Teaching Skills

    Science.gov (United States)

    Richardson, Rick; Kalvaitis, Darius; Delparte, Donna

    2014-01-01

    This study examined how adventure educators could use systematic feedback to improve their teaching skills. Evaluative instruments demonstrated a statistically significant improvement in teaching skills when applied at an outdoor education center in Western Canada. Concurrent focus group interviews enabled instructors to reflect on student…

  15. Student teachers can be as good as associate professors in teaching clinical skills

    DEFF Research Database (Denmark)

    Tolsgaard, Martin G; Gustafsson, Amandus; Rasmussen, Maria B;

    2007-01-01

    AIM: The aim of this study is to compare student teachers and clinical associate professors regarding the quality of procedural skills teaching in terms of participants' technical skills, knowledge and satisfaction with the teaching. METHODS: This is an experimental, randomized, controlled study......' knowledge and skills. Participants evaluate satisfaction with teaching on nine statements immediately after the teaching. RESULTS: In total 59 first year medical students are included as participants in the experiment. The students taught by student teachers perform just as well as the students taught...... comparing the teaching of student teachers and associate professors regarding participants' learning outcome and satisfaction with the teaching. Two skills are chosen for the experiment, i.v.-access and bladder catheterization. Learning outcome is assessed by a pre- and post testing of the participants...

  16. [Approach to teaching methods of the needling skill of filiform needle].

    Science.gov (United States)

    Wang, Cai-Hong; Xu, Jian-Min; Wang, Yin-Ping; Li, Yi

    2008-08-01

    The present paper is armed at approach to a set of teaching method about the needling skill of filiform needle, so as to increase teaching quality. After review and analysis on present situation of teaching methods about the needling skill of filiform needle, it is raised that traditional teaching methods are unable to objectively and comprehensively reflect characteristics and requirement of manipulation, so try to adopt acupuncture manipulation detection instrument, on the basis of traditional teaching methods about the needling skill of filiform needle. And the parameters and figures of manipulation examine of real-time collection in 131 students and information of 120 copies of questionnaire are analyzed and summarized. It is indicated that combined teaching method of traditional model and the manipulation instrument is more reasonable, and basic manipulation training most he strengthened in manipulation skill training, particularly, pay attention to training of twirling manipulation.

  17. Teaching psychomotor skills in the twenty-first century: Revisiting and reviewing instructional approaches through the lens of contemporary literature.

    Science.gov (United States)

    Nicholls, Delwyn; Sweet, Linda; Muller, Amanda; Hyett, Jon

    2016-10-01

    A diverse range of health professionals use psychomotor skills as part of their professional practice roles. Most health disciplines use large or complex psychomotor skills. These skills are first taught by the educator then acquired, performed, and lastly learned. Psychomotor skills may be taught using a variety of widely-accepted and published teaching models. The number of teaching steps used in these models varies from two to seven. However, the utility of these models to teach skill acquisition and skill retention are disputable when teaching complex skills, in contrast to simple skills. Contemporary motor learning and cognition literature frames instructional practices which may assist the teaching and learning of complex task-based skills. This paper reports 11 steps to be considered when teaching psychomotor skills.

  18. Practice Teaching in Multicultural Contexts: Lessons to Training in Intercultural Teaching Skills

    Directory of Open Access Journals (Sweden)

    Cristina Escalante Rivera

    2014-05-01

    Full Text Available This paper presents the results of a research project entitled Teaching Exercises in Multicultural Contexts: Lessons to Training in Intercultural Teaching Skills, which was conducted during 2011-2012 by the Department of Teaching Research and Studies from the Costa Rican Ministry of Public Education (Escalante, Fernández and Gaete, 2012, in order to explore cultural diversity in classrooms and educational institutions in Costa Rica. This multicultural phenomenon has forced authorities to pay special attention to the educational services provided, particularly in elementary. In addition, it has sparked a discussion regarding the teachers’ conceptual and pedagogical void and a gap in their teaching skills to deal with student populations of different origins. Similarly, it leads to a reflection about the basic national educational curriculum. The research was conducted in 12 elementary schools from different educational districts, which have a high cultural diversity among students. Using qualitative research techniques, the opinions of principals, teachers and students regarding this topic are explored. The most important conclusion reached in this study is the absence of an intercultural pedagogy in the country’s classrooms and the need to prepare teachers in this respect.

  19. Don't Teach Employment Skills in the Business Communications Course.

    Science.gov (United States)

    Galle, William P., Jr.

    1983-01-01

    Discusses three reasons why the teaching of job search skills in a business communications course is inappropriate. Explores the question of domain, professionalism beyond personal needs, and the importance of job searching skills relative to other skills taught in business communications. (HTH)

  20. Teaching of reading and writing skills: Process syllabus and global issues

    OpenAIRE

    Sezgi Sarac

    2008-01-01

    This study aims to present a suggested syllabus that can set an example for process and task based syllabus applications for the teaching of reading and writing skills in a foreign language. It proposes a teaching model and the related evaluative data analysis. In the spring term of 2006-2007 academic year, 50 first year pre-service teachers at Hacettepe University, Division of English Language Teaching attended the course ‘Reading and Writing Skills II’. The course was designed i...

  1. Teaching physiotherapy skills in culturally-diverse classes

    Directory of Open Access Journals (Sweden)

    Grimmer-Somers Karen

    2011-06-01

    Full Text Available Abstract Background Cultural competence, the ability to work in cross-cultural situations, has been acknowledged as a core skill for physiotherapists and other health professionals. Literature in this area has focused on the rationale for physiotherapists to provide culturally-competent care and the effectiveness of various educational strategies to facilitate the acquisition of knowledge about cultural competence by physiotherapists and physiotherapy students. However, there is a paucity of research on how students with different cultural needs, who are attending one university class, can be accommodated within a framework of learning core physiotherapy skills to achieve professional standards. Results This paper reports on steps which were taken to resolve the specific needs of a culturally-diverse body of first year physiotherapy students, and the impact this had on teaching in a new physiotherapy program located in Greater Western Sydney, Australia. Physiotherapy legislative, accreditation and registration requirements were considered in addition to anti-discrimination legislation and the four ethical principles of decision making. Conclusions Reflection on this issue and the steps taken to resolve it has resulted in the development of a generic framework which focuses on providing quality and equitable physiotherapy education opportunities to all students. This framework is generalizable to other health professions worldwide.

  2. Halstedian technique revisited. Innovations in teaching surgical skills.

    Science.gov (United States)

    Barnes, R W; Lang, N P; Whiteside, M F

    1989-07-01

    This paper reviews the laboratory models used to teach fundamental surgical skills in our general surgery residency. The laboratory modules allow supervision and self-instruction, practice, and videotape monitoring of the following techniques: skin incision, suturing, knot tying, hemostasis, vascular anastomosis, and intestinal anastomosis. Pigs' feet simulate human skin for exercises in skin incision, lesion excision, suturing, and basic plastic surgical techniques. Latex tubing and penrose drains allow experience in suturing, knot tying, and hemostasis. Polytetrafluoroethylene vascular prostheses permit quantification of the precision of needle passage and suturing by measurement of leakage of water through a vascular anastomosis. Reconstituted, lyophilized, irradiated bovine arteries and ileum provide models of biologic tissue for creating handsewn vascular anastomoses and sutured or stapled gastrointestinal anastomoses. A headlamp videocamera allows unobstructive recording of the resident's technical performance and provides subsequent visual feedback for self-improvement when compared to reference instructional videotapes. We feel that these innovations may enhance surgical dexterity of residents without the need for animal sacrifice. Our goal is to foreshorten the learning curve for basic surgical skills and improve performance in the clinical operating room.

  3. Mingle Model for Teaching English Speaking Skill for College Students

    Directory of Open Access Journals (Sweden)

    Darmayenti darmayenti

    2015-02-01

    Full Text Available This paper is a report of a research and development project conducted in a speaking skill for the first-year students of State Institute for Islamic Studies Imam Bonjol Padang, academic year 2012/2013. Mingle as a technique in teaching speaking proposed by Pollard and Hess in 1997 was developed into a new model. Using ADDIE model as proposed by Dick and Carey in 1996, we collected the intended data through observation, questionnaire, and test. The result of the research showed that the implementation of model gave a significant difference in term of the students-learning outcome between the students who are taught through Mingle model and by traditional one or without Mingle model. The development of Mingle model included preparation, warming up, set the rule, act Mingle model, presentation, review and discussion. It is concluded that Mingle model is more effective to improve students on all components of speaking skill. Therefore, it is recommended that this model can be implemented at IAIN Imam Bonjol Padang. Copyright © 2015 by Al-Ta'lim All right reserved

  4. Two Approaches to Teaching Young Children Science Concepts, Vocabulary, and Scientific Problem-Solving Skills

    Science.gov (United States)

    Hong, Soo-Young; Diamond, Karen E.

    2012-01-01

    The present study examined the efficacy of two different approaches to teaching designed to facilitate children's learning about science concepts and vocabulary related to objects' floating and sinking and scientific problem-solving skills: responsive teaching (RT) and the combination of responsive teaching and explicit instruction (RT + EI).…

  5. A Brief Analysis of Large Classroom’s English Teaching Management Skills

    Directory of Open Access Journals (Sweden)

    Weixuan Zhong

    2014-05-01

    Full Text Available Classroom is the basic place of teaching, where intertwined with a variety of teaching factors, and all these factors forms various kinds of connections. Scientific and effective class teaching management is the necessary and powerful measure of improving the teaching quality. Effective English teaching management skills are parts of the elements of successful large classroom teaching. Under the new educational situation, how to organize, regulate, manage large classrooms in order to train the students' English proficiency within certain time, which is very important to improve English classes management efficiency and teaching quality.

  6. Supporting Teaching and Learning Via the Web: Transforming Hard-Copy Linear Mindsets into Web-Flexible Creative Thinking.

    Science.gov (United States)

    Borkowski, Ellen Yu; Henry, David; Larsen, Lida L.; Mateik, Deborah

    This paper describes a four-tiered approach to supporting University of Maryland faculty in the development of instructional materials to be delivered via the World Wide Web. The approach leverages existing equipment and staff by the design of Web posting, editing, and management tools for use on the campus-wide information server,…

  7. Leadership skills teaching in Yorkshire & the Humber - a survey: uncovering, sharing, developing, embedding.

    Science.gov (United States)

    Fowler, Iolanthe; Gill, Andy

    2015-09-01

    Medical leadership is a hot topic, but it is not known yet how to teach this most effectively. A working party of educators in Yorkshire and the Humber (Y&H) studied the leadership domains, as set out in the Medical Leadership Competency Framework and from this distilled a set of 'trainable' leadership skills, which were felt to be important to teach during general practitioner (GP) training. A questionnaire was sent out to a large GP educational community (educators and trainees) within Y&H to establish the following: (i) whether the distilled skills were thought to have face validity when applied to the concept of leadership, (ii) what was the relative importance of these skills in relation to each other and (iii) the degree to which these skills were already being taught in practice placements and at General Practice Specialty Training Programme (GPSTP) teaching sessions.Educators reported more teaching and training occurring than trainees reported receiving, and the relative importance of the skills sets were different between educators and trainees. It was evident that leadership skills are currently being taught, but that making training explicitly 'leadership', and raising the importance of leadership skills in GP, may address some of these imbalances. Educators requested guidance on how to teach these skills effectively and commented that many existing opportunities for leadership teaching and training are not well recognised or used. Routinely and regularly offering the chance for trainees at all levels to be exposed to leadership skills by role modelling, making use of everyday opportunities in practice to teach and encouraging trainee involvement in projects and opportunities to practice new skills can facilitate the acquisition and celebration of mastery of generic leadership skills.

  8. The Application of Creative Thinking at Television Advertising Storyboarding Script Design%创意思维在电视广告分镜头脚本设计中的运用

    Institute of Scientific and Technical Information of China (English)

    于佳佳

    2011-01-01

    The paper aims to stimulate students' creative thinking ability.Through different creative thinking training to make students grasp the basic rules of creative thinking using and the design methods in the storyboarding script design creation and ultimately serve the TV commercial ads creation.%本文以激发学生的创意思维能力,通过不同的创意思维模式及训练,使学生在分镜头脚本设计创作过程中能够有效地掌握创意思维运用的基本规律和设计方法,并最终服务于电视广告片的艺术创作.

  9. The Implementation of Internet-Based Activities in Teaching Listening Skill

    OpenAIRE

    Wahyuni C., Tri

    2013-01-01

    This article aims to discuss about the used of internet-based activities in teaching listening skill. Internet technology is widely spead through all over the world. Many people used internet as their sources in gaining more information. Moreover for the teachers or lecturers of English Language Teaching class, they are using internet technology as their sources or media in teaching and learning process. Hopefully, this article can give contribution to the teacher and lecturer in teaching lis...

  10. The Relationship between Multiple Intelligences with Preferred Science Teaching and Science Process Skills

    Directory of Open Access Journals (Sweden)

    Mohd Ali Samsudin

    2015-02-01

    Full Text Available This study was undertaken to identify the relationship between multiple intelligences with preferred science teaching and science process skills. The design of the study is a survey using three questionnaires reported in the literature: Multiple Intelligences Questionnaire, Preferred Science Teaching Questionnaire and Science Process Skills Questionnaire. The study selected 300 primary school students from five (5 primary schools in Penang, Malaysia. The findings showed a relationship between kinesthetic, logical-mathematical, visual-spatial and naturalistic intelligences with the preferred science teaching. In addition there was a correlation between kinesthetic and visual-spatial intelligences with science process skills, implying that multiple intelligences are related to science learning.

  11. Nurturing Creative, Thinking Engineers

    Science.gov (United States)

    Goel, Sanjay

    2011-01-01

    This paper describes some ideas and experiences with training student engineers in creativity and critical thinking. In our survey, a large majority (82%) of respondents felt that as compared to all other kind of academic engagements, their projects had contributed most to develop their creativity. About 50% had also felt that their projects were…

  12. 立体启发式教学在民办高校管理学教学当中的运用%Application of Stereoscopic Heuristic Teaching In Private Colleges Management Teaching

    Institute of Scientific and Technical Information of China (English)

    胡君; 蔡灿辉

    2014-01-01

    Heuristic teaching is a kind of teachers' dominant and the students' scientific teaching principles. In view of the present management of traditional teaching, and private education combining with teaching practice, analyzing the problems and reasonsexisting in the traditional management teaching , puts forward the comprehensive heuristic teaching method of, so as to establish the good teach-student relationship and stimulate their interest in learning, train their creative thinking ability and teach they according to their aptitudes, so as to fully display technical skills of the heuristic teaching in specific applications.%文章结合民办教育教学实际,分析传统管理学教学当中存在的问题及其原因,提出了全方位立体启发式的教学方法,从建立良好的师生关系激发学生学习兴趣,培养学生创造性思维能力,因材施教等多方面出发,全面展现了启发式教学在具体运用中的一些技术技巧。

  13. Learning and teaching motor skills in regional anesthesia: a different perspective.

    Science.gov (United States)

    Slater, Reuben J; Castanelli, Damian J; Barrington, Michael J

    2014-01-01

    Existing literature on learning in regional anesthesia broadly covers the rate of skill acquisition and the structure of educational programs. A complementary body of literature spanning psychology to medical education can be found describing skill acquisition in other fields. Concepts described in this literature have direct application to the teaching of regional anesthesia. This review introduces a selection of these complementary educational concepts, applying them to ultrasound-guided regional anesthesia skills education. Key educational concepts presented in this article can be divided into 3 sections, namely, how residents acquire manual skills, how tutors teach, and type of feedback.

  14. Teaching Abduction-Prevention Skills to Children with Autism

    Science.gov (United States)

    Gunby, Kristin V.; Carr, James E.; LeBlanc, Linda A.

    2010-01-01

    Three children with autism were taught abduction-prevention skills using behavioral skills training with in situ feedback. All children acquired the skills, which were maintained at a 1-month follow-up assessment. In addition, 1 of the children demonstrated the skills during a stimulus generalization probe in a community setting. (Contains 1…

  15. Case study teaching in high school biology: Effects on academic achievement, problem solving skills, teamwork skills, and science attitudes

    Science.gov (United States)

    Skolnick, Ronald

    The purpose of this study was to examine the constructivist-based " case study teaching methodology" in High School Biology classes, specifically investigating the effect this methodology had on Academic Achievement, Science Attitudes, Problem Solving Skills, and Teamwork Skills. The effect of Teacher Beliefs toward constructivist learning environments was also explored and investigated, using a quantitative measure (the Constructivist Learning Environment Survey, or CLES). A quasi-experimental design used eleven classes, five teachers, and two hundred fifty two high school biology students over two separate, consecutive quarters of a school year. Two researcher-made instruments measured Academic Achievement after each study quarter. T-Tests were used to compare the Experimental Group (Case Study Teaching Methodology) to the Control Group (Traditional Teaching) during each study quarter. Otis-Lennon School Ability Test (OLSAT) scores were used as a covariate for ANCOVA tests. Case Study Teaching Methodology had a statistically significant improvement on Academic Achievement during the first study quarter, but not the second quarter. Case Study Teaching Methodology had a statistically significant improvement on four of seven Science Attitudes, Problem Solving Skills, and Teamwork Skills during the second quarter of the study. This study is significant in that it addresses a knowledge gap regarding the effects of the constructivist-based case study teaching methodology on secondary science education. The theoretical implications of this study are meaningful: empirical evidence is added to the growing knowledge base regarding the benefits of constructivist theory. The practical implications are equally meaningful: case study teaching methodology is supported as an effective application of constructivist theory in the secondary science classroom.

  16. Secondary English Learners: Strengthening Their Literacy Skills through Culturally Responsive Teaching

    Science.gov (United States)

    Ramirez, Pablo C.; Jimenez-Silva, Margarita

    2014-01-01

    In high school English classrooms where English language learners may be at risk of academic failure, Culturally Responsive Teaching can help educators build an inclusive community in which all students can improve their literacy skills.

  17. Some Effective Reading Strategies and Skills:Their Application to English Text Teaching in SSOT

    Institute of Scientific and Technical Information of China (English)

    陈红英

    2007-01-01

    @@ I.Purpose of the Study In the essay, we hope to call the teachers' attention to the importance about reading and text teaching.Theoretically and practically, we have a try to introduce some effective strategies and skills.

  18. STRATEGIES FOR IMPROVING HIGHER ORDER THINKING SKILLS IN TEACHING AND LEARNING OF DESIGN AND TECHNOLOGY EDUCATION

    Directory of Open Access Journals (Sweden)

    Caleb Chidozie Chinedu

    2015-12-01

    Full Text Available Higher order thinking skills (HOTS should be an integral part of teaching and learning especially at the higher education level. Thinking skills lessons should be part of the curriculum if students are to solve problems individually, cooperatively and creatively. Teachers on the other hand must be conversant with relevant techniques needed for teaching higher order thinking. An in-depth review of literature reveals that teachers are faced with the problem of how to prepare and teach higher order thinking skills in design and technology education. This paper is a library based work; and data were collected from textbooks, journal articles and internet search. The paper critically examined existing practices in the teaching of higher order thinking skills in design and technology education. Some of the key features mentioned were the use of concept, inferences, visualization, and schemas, among others. Recommendations for practice change were made regarding the development of HOTS.

  19. The Effectiveness of the Constant Time Delay Procedure in Teaching Pre-School Academic Skills to Children with Developmental Disabilities in a Small Group Teaching Arrangement

    Science.gov (United States)

    Aldemir, Ozgul; Gursel, Oguz

    2014-01-01

    Children with developmental disabilities are trained using different teaching arrangements. One of these arrangements is called small-group teaching. It has been ascertained that a small-group teaching arrangement is more effective than a one-to-one teaching arrangement. In that sense, teaching academic skills to pre-school children in small-group…

  20. Teaching Social Communication Skills Using a Cool versus Not Cool Procedure plus Role-Playing and a Social Skills Taxonomy

    Science.gov (United States)

    Leaf, Justin B.; Taubman, Mitchell; Milne, Christine; Dale, Stephanie; Leaf, Jeremy; Townley-Cochran, Donna; Tsuji, Kathleen; Kassardjian, Alyne; Alcalay, Aditt; Leaf, Ronald; McEachin, John

    2016-01-01

    We utilized a cool versus not cool procedure plus role-playing to teach social communication skills to three individuals diagnosed with autism spectrum disorder. The cool versus not cool procedure plus role-playing consisted of the researcher randomly demonstrating the behavior correctly (cool) two times and the behavior incorrectly (not cool) two…

  1. On Application of Integrated-skill Pedagogy in College EFL Teaching

    Institute of Scientific and Technical Information of China (English)

    张洁

    2012-01-01

      The Integrated-skill pedagogy can be applied in college EFL teaching. A college intensive reading for non-English majors teaching plan which is based on the Integrated-skill pedagogy is listed and analyzed with some current perspectives. Fur⁃ther research is needed to perfect this pedagogy in that it exposes EFL learners to authentic context and challenges them to communicate naturally in the language.

  2. Using video modeling and reinforcement to teach perspective-taking skills to children with autism.

    OpenAIRE

    LeBlanc, Linda A; Coates, Andrea M; Daneshvar, Sabrina; Charlop-Christy, Marjorie H; Morris, Caroline; Lancaster, Blake M

    2003-01-01

    We evaluated video modeling and reinforcement for teaching perspective-taking skills to 3 children with autism using a multiple baseline design. Video modeling and reinforcement were effective; however, only 2 children were able to pass an untrained task, indicating limited generalization. The findings suggest that video modeling may be an effective technology for teaching perspective taking if researchers can continue to develop strategies for enhancing the generalization of these new skills.

  3. Effects of the Skills4Genius sports-based training program in creative behavior

    Science.gov (United States)

    Santos, Sara; Jiménez, Sergio; Sampaio, Jaime; Leite, Nuno

    2017-01-01

    Team Sports has been suggested as a suitable environment to investigate creative behavior. This study’s purpose was two-fold: first, it intended to identify the effects of the Skills4Genius sports-bases training program in thinking, motor, and in-game creative behavior in team sports. Second, it aimed to investigate the relationship between creative thinking and in-game creativity. Forty children from primary school were allocated into control (n = 18, age: 9.2±0.4) and experimental (n = 22, age: 9.5±0.7) groups. The experimental group participated in a five-month training program involving either creative thinking, diversification, physical literacy, and nonlinear pedagogy approaches (Skills4Genius). Variables in the study included: a) creative thinking; b) motor performance (vertical jump, speed, and agility); c) in-game individual creative behavior (attempts, fluency, and versatility); and d) in-game collective behavior (positional regularity). The results suggested that the Skills4Genius program fostered creative thinking, agility, and speed performance. Moreover, it stretched the in-game individual creative behavior mainly through the improvement of the attempts and versatility of the player’s actions. Lastly, it nurtured a better learning of the tactical principles, whereas the children were more coordinated with their teammates’ and opponents’ positioning. Additionally, this study presents a positive correlation linking creative thinking and in-game creative performance. These findings highlighted that creativity is facilitated while players become more thinking and game-skilled. Coaches and educators may apply this functional environment to inspire children’s disposition to move outside the box and trigger a creative spark in team sports players. Notwithstanding, the sports environment is ideally suited for fostering creative behavior, a higher-order disposition that will go on to differentiate the everyday life of a child. PMID:28231260

  4. Effects of the Skills4Genius sports-based training program in creative behavior.

    Science.gov (United States)

    Santos, Sara; Jiménez, Sergio; Sampaio, Jaime; Leite, Nuno

    2017-01-01

    Team Sports has been suggested as a suitable environment to investigate creative behavior. This study's purpose was two-fold: first, it intended to identify the effects of the Skills4Genius sports-bases training program in thinking, motor, and in-game creative behavior in team sports. Second, it aimed to investigate the relationship between creative thinking and in-game creativity. Forty children from primary school were allocated into control (n = 18, age: 9.2±0.4) and experimental (n = 22, age: 9.5±0.7) groups. The experimental group participated in a five-month training program involving either creative thinking, diversification, physical literacy, and nonlinear pedagogy approaches (Skills4Genius). Variables in the study included: a) creative thinking; b) motor performance (vertical jump, speed, and agility); c) in-game individual creative behavior (attempts, fluency, and versatility); and d) in-game collective behavior (positional regularity). The results suggested that the Skills4Genius program fostered creative thinking, agility, and speed performance. Moreover, it stretched the in-game individual creative behavior mainly through the improvement of the attempts and versatility of the player's actions. Lastly, it nurtured a better learning of the tactical principles, whereas the children were more coordinated with their teammates' and opponents' positioning. Additionally, this study presents a positive correlation linking creative thinking and in-game creative performance. These findings highlighted that creativity is facilitated while players become more thinking and game-skilled. Coaches and educators may apply this functional environment to inspire children's disposition to move outside the box and trigger a creative spark in team sports players. Notwithstanding, the sports environment is ideally suited for fostering creative behavior, a higher-order disposition that will go on to differentiate the everyday life of a child.

  5. Teaching creativity and inventive problem solving in science.

    Science.gov (United States)

    DeHaan, Robert L

    2009-01-01

    Engaging learners in the excitement of science, helping them discover the value of evidence-based reasoning and higher-order cognitive skills, and teaching them to become creative problem solvers have long been goals of science education reformers. But the means to achieve these goals, especially methods to promote creative thinking in scientific problem solving, have not become widely known or used. In this essay, I review the evidence that creativity is not a single hard-to-measure property. The creative process can be explained by reference to increasingly well-understood cognitive skills such as cognitive flexibility and inhibitory control that are widely distributed in the population. I explore the relationship between creativity and the higher-order cognitive skills, review assessment methods, and describe several instructional strategies for enhancing creative problem solving in the college classroom. Evidence suggests that instruction to support the development of creativity requires inquiry-based teaching that includes explicit strategies to promote cognitive flexibility. Students need to be repeatedly reminded and shown how to be creative, to integrate material across subject areas, to question their own assumptions, and to imagine other viewpoints and possibilities. Further research is required to determine whether college students' learning will be enhanced by these measures.

  6. The art of effectively teaching clinical interviewing skills using role-playing: a primer.

    Science.gov (United States)

    Barney, Christine; Shea, Shawn Christopher

    2007-06-01

    Time pressure on trainees and supervisors alike places a premium on efficiency in training students to master clinical skills. Through role-playing, a supervisor can create multiple iterations of the desired skill until competence is obtained. The skill training can be advanced in intensity and complexity until the trainer and trainee are confident that the interviewing skill is accessible on demand and that the trainee is comfortable with its use. This article focuses on practical methods of creating believable roles for role-playing and how to use them to teach specific interviewing skills strategically.

  7. Adivinanzas audiovisuales para ejercitar el pensamiento creativo infantil Audiovisual Riddles to Stimulate Children’s Creative Thinking

    Directory of Open Access Journals (Sweden)

    Jorge Montalvo Castro

    2011-03-01

    Full Text Available Para resolver una adivinanza hay que asociar ideas, analizar metáforas, descubrir analogías. Por eso, impulsar esta forma de entretenimiento infantil es un modo de ejercitar el pensamiento creativo. Sin embargo, existe un problema: las adivinanzas tradicionales son formas literarias que corresponden a una época pre-digital. ¿Cómo lograr, entonces, que tengan mayor aceptación entre los nativos digitales? Una posible solución sería crear adivinanzas audiovisuales diseñadas especialmente para YouTube. En esta investigación se realizaron cinco prototipos de adivinanzas audiovisuales con características creativas diferentes y se validaron con estudiantes de tercero a sexto grado de educación primaria. Los resultados de la validación permitieron identificar las actitudes, reacciones, interpretaciones y modos de razonamiento de los niños y niñas cuando intentan resolver este tipo de adivinanzas. También se identificaron los recursos de lenguaje y formatos creativos que funcionan mejor en una adivinanza audiovisual. En las conclusiones se destaca la necesidad de formular correctamente los enunciados de las adivinanzas audiovisuales y sus respectivas «pistas» para que los niños y niñas tengan la satisfacción intelectual y emocional de resolverlas. Se precisa, además, que leer o escuchar una adivinanza tradicional representa una experiencia cognitiva y sensorial muy distinta que interactuar con esa misma adivinanza en un lenguaje multimedia. Finalmente, se discute y analiza el rol mediador del docente y la importancia del aprendizaje colaborativo en los proyectos educativos que emplean tecnologías digitales.Solving riddles involves association of ideas, analysis of metaphors, and discovery of analogies. Therefore, promoting this type of children’s entertainment is a way to develop creative thinking. However, there is a problem: traditional riddles are literary forms that correspond to a pre-digital era. How can we increase its

  8. Assessment and Teaching of Science Skills: Whole of Programme Perceptions of Graduating Students

    Science.gov (United States)

    Hodgson, Yvonne; Varsavsky, Cristina; Matthews, Kelly E.

    2014-01-01

    This study reports on science student perceptions of their skills (scientific knowledge, oral communication, scientific writing, quantitative skills, teamwork and ethical thinking) as they approach graduation. The focus is on which teaching activities and assessment tasks over the whole programme of study students thought utilised each of the six…

  9. Kindergarten Teachers Adjust Their Teaching Practices in Accordance with Children's Academic Pre-Skills

    Science.gov (United States)

    Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Siekkinen, Martti; Nurmi, Jari-Erik

    2011-01-01

    This study examined the extent to which kindergarten children's academic pre-skills are associated with their teachers' subsequent teaching practices. The pre-skills in reading and math of 1268 children (655 boys, 613 girls) were measured in kindergarten in the fall. A pair of trained observers used the Classroom Assessment Scoring System…

  10. PRABODH: An Intelligent Tutor for Teaching Language Skills to Young Children.

    Science.gov (United States)

    Govil, Rekha; Saxena, Madhavi

    1997-01-01

    Describes the architecture of PRABODH, an intelligent tutoring system with six components, designed for teaching language skills to young children and for providing them meaningful practice for developing grammar skills. Discusses PRABODH's language-learning philosophy, results of formative evaluation of its knowledge component, and overall impact…

  11. Impact of postgraduate training on communication skills teaching: a controlled study

    NARCIS (Netherlands)

    Junod Perron, N.; Nendaz, M.; Louis-Simonet, M.; Sommer, J.; Gut, A.; Cerutti, B.; Vleuten, C.P.M. van der; Dolmans, D.

    2014-01-01

    BACKGROUND: Observation of performance followed by feedback is the key to good teaching of communication skills in clinical practice. The fact that it occurs rarely is probably due to clinical supervisors' perceived lack of competence to identify communication skills and give effective feedback. We

  12. Considerations and Strategies for Teaching Online Counseling Skills: Establishing Relationships in Cyberspace

    Science.gov (United States)

    Trepal, Heather; Haberstroh, Shane; Duffey, Thelma; Evans, Marcheta

    2007-01-01

    As technology advances and the use of online counseling becomes more routine, attention must be paid to instruction regarding online counseling skills. The authors present considerations for teaching basic online counseling skills to master's-level counseling students. Recommendations are made for helping students to establish and maintain…

  13. Video Modeling to Teach Social Safety Skills to Young Adults with Intellectual Disability

    Science.gov (United States)

    Spivey, Corrine E.; Mechling, Linda C.

    2016-01-01

    This study evaluated the effectiveness of video modeling with a constant time delay procedure to teach social safety skills to three young women with intellectual disability. A multiple probe design across three social safety skills (responding to strangers who: requested personal information; requested money; and entered the participant's…

  14. A Cluster of Technical Teaching Skills--Acquisition through Microsimulation and Evaluation through Microteaching.

    Science.gov (United States)

    Casteel, J. Doyle; Gregory, John W.

    This study was designed to investigate the degree to which skills may be learned and practiced through microsimulation and then used under microteaching conditions. This investigation was conducted to determine the following: (a) if preservice teachers who have acquired and practiced complex teaching skills through microsimulation employ these…

  15. Using a Constant Time Delay Procedure to Teach Foundational Swimming Skills to Children with Autism

    Science.gov (United States)

    Rogers, Laura; Hemmeter, Mary Louise; Wolery, Mark

    2010-01-01

    The purpose of this study was to evaluate the effectiveness of using a constant time delay procedure to teach foundational swimming skills to three children with autism. The skills included flutter kick, front-crawl arm strokes, and head turns to the side. A multiple-probe design across behaviors and replicated across participants was used.…

  16. A PBL Approach for Teaching Complex Information and Communication Technology (ICT) Skills in Higher Education

    Science.gov (United States)

    Macklin, Alexis Smith

    2008-01-01

    This study explored the use of a problem-based learning (PBL) approach for teaching information and communication technology (ICT) skills to first-year students. Two questions were posed. The first addressed the ICT skill needs of 20 students enrolled in a first-year composition course. The second focused on the use of PBL to facilitate ICT skill…

  17. Manifestation of critical thinking skills in the English textbooks employed by language institutes in Iran

    Directory of Open Access Journals (Sweden)

    Birjandi, Parviz

    2013-01-01

    Full Text Available Scholars in the field of education have unanimously subscribed to the pivotal role of critical thinking in individuals' life in general and their academic life in particular (Bloom, 1956; Ennis, 2003; Dewey, 1933. The thrust of the current study was to investigate the extent to which the books employed for Teaching English as Foreign Language include critical thinking skills. To attain this goal, 3 series of English books, namely, Top notch, Interchange, and English files series utilized by language institutes in Iran were targeted. Next, a seventy two-item critical thinking checklist based on Likert-scale and consisting of twelve skills; namely, comprehension, application, analysis, synthesis, evaluation, deduction, induction, balanced-thinking, multiple perspective-taking, creative thinking, building community of thinkers, and knowledge was developed. The target skills on the checklist were mainly based on Bloom's taxonomy and the related literature on critical thinking. The checklist was validated by the researchers themselves and some experts in the field and the reliability coefficient was also estimated at 0.86. Then, two raters conducted a content analysis on the books and determined the magnitude of each skill. The data were analyzed through descriptive statistics and inferential statistics (Chi-square and Kruskal-Wallis Non-parametric tests. Findings of the study revealed that the books mainly tapped knowledge, comprehension, application and building community of thinkers skills and failed to acceptably include other skills reported to be of utmost importance for students' academic success. The comparison of the mean rank of the skills in the three books also disclosed that as for lower order thinking skills there wasn’t a significant difference among the books; however, as for other skills Top notch was marginally higher. The paper also discusses the lack of critical thinking in the classroom and materials and proposes some ways to

  18. Application of Case Teaching in"Discrete Mathematics"Course%案例教学在“离散数学”课程中的应用

    Institute of Scientific and Technical Information of China (English)

    肖红; 王辉; 潘俊辉

    2013-01-01

    Based on the strong theoretical characteristics of "discrete mathematics" course, combined with the actual teaching, case teaching mode is introduced in the teaching process. The teaching reform of "discrete mathematics" is expounded from the preparation and selection of teaching cases, and the noted problems in case teaching. Practice has proved that, a combination of traditional teaching and case teaching improves the students' ability to analyze and solve practical problems and creative thinking skills, and the teaching effect has been greatly improved.%  针对“离散数学”课程理论性较强的特点,结合教学实际情况,在教学过程中引入案例教学模式。从教学案例的编写和选择、案例教学中应注意的问题等方面论述了“离散数学”课程的教学改革。实践证明,通过传统教学和案例教学的结合,提高了学生分析、解决实际问题和创造性思维能力,教学效果得到极大提高。

  19. Relationship between Teachers Teaching Styles and Students Interest towards Integrated Living Skills Subjects in Schools

    Science.gov (United States)

    Pying, How Shwu; Rashid, Abdullah Mat

    2014-01-01

    The focus of this study is to determine the relationship of teacher's teaching styles (expert, formal authority, personal model, delegation, and facilitator) towards student's interests in Integrated Living Skills (ILS) subjects. The research is designed to explore the common teaching styles applied by ILS teachers in schools and…

  20. Impact of Milieu Teaching on Communication Skills of Young Children with Autism Spectrum Disorder

    Science.gov (United States)

    Christensen-Sandfort, Robyn J.; Whinnery, Stacie B.

    2013-01-01

    This 5-month study examined the impact of a behaviorally based naturalistic teaching strategy, milieu teaching, on the communication skills of preschool-aged children with Autism Spectrum Disorder (ASD) in an early childhood special education (ECSE) classroom. A multiple baseline across participants design was used. Communication targets were…

  1. The Use of Information and Communication Technology (ICT) in Teaching ESL Writing Skills

    Science.gov (United States)

    Yunus, Melor Md; Nordin, Norazah; Salehi, Hadi; Embi, Mohamed Amin; Salehi, Zeinab

    2013-01-01

    Despite the existence of many studies showing positive effects of using Information and Communication Technology (ICT) in the teaching and learning process in general, the use of ICT in teaching writing skills in English as a Second Language (ESL) classrooms is still not very encouraging. This study attempts to seek findings on the use of ICT in…

  2. The Effectiveness of Scaffolding Design in Training Writing Skills Physics Teaching Materials

    Science.gov (United States)

    Sinaga, Parlindungan; Suhandi, Andi; Liliasari

    2015-01-01

    Result of field studies showed low writing skill of teachers in teaching material. The root of the problem lies in their inability on translating description of teaching material into writing. This research focused on the effectiveness of scaffolding design. The scaffolding design was tested in the selected topics of physics courses for…

  3. Teaching Efficacy in the Classroom: Skill Based Training for Teachers' Empowerment

    Science.gov (United States)

    Karimzadeh, Mansoureh; Salehi, Hadi; Embi, Mohamed Amin; Nasiri, Mehdi; Shojaee, Mohammad

    2014-01-01

    This study aims to use an experimental research design to enhance teaching efficacy by social-emotional skills training in teachers. The statistical sample comprised of 68 elementary teachers (grades 4 and 5) with at least 10 years teaching experience and a bachelor's degree who were randomly assigned into control (18 female, 16 male) and…

  4. Longitudinal Effects of Induction on Teaching Skills and Attrition Rates of Beginning Teachers

    Science.gov (United States)

    Helms-Lorenz, Michelle; van de Grift, Wim; Maulana, Ridwan

    2016-01-01

    The teaching profession faces a shortage as well as a decline of teaching skills. A possible way to mitigate this is to implement evidence-based induction arrangements. Seventy-one schools with 338 beginning secondary education teachers were randomly allocated to an experimental or a control group. The experimental schools used induction…

  5. Relevance of Student Teaching Skills and Activities from the Perspective of the Student Teacher

    Science.gov (United States)

    Smalley, Scott W.; Retallick, Michael S.; Paulsen, Thomas H.

    2015-01-01

    The purpose of this descriptive survey study was to determine the extent to which student teachers deem traditional student teaching skills and activities relevant as part of the capstone student teaching experience. The study population consisted of all (N = 140) fall 2012 and spring 2013 agricultural education student teachers in the North…

  6. The Literacy Skills of Secondary Teaching Undergraduates: Results of Diagnostic Testing and a Discussion of Findings

    Science.gov (United States)

    Moon, Brian

    2014-01-01

    The capacity of secondary school teachers to support general literacy and to teach discipline-specific literacy skills depends upon their personal literacy competence. Diagnostic testing of 203 secondary teaching undergraduates at one Australian university revealed deficiencies in personal literacy competence that could affect their future…

  7. The Opinions of Instructors Teaching Turkish to Foreigners about the Writing Skills of Syrian Students

    Science.gov (United States)

    Sengül, Murat

    2015-01-01

    This study focuses on the difficulties experienced by the instructors while teaching writing skill to Arabians from Syria, and how these difficulties could be overcome. The study group of the research includes 11 instructors working in Turkish Teaching Centers (TTCs) of Cukurova University and Adana Science and Technology University. The data…

  8. 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)

  9. Teaching Residents Practice-Management Knowledge and Skills: An "in Vivo" Experience

    Science.gov (United States)

    Williams, Laurel Lyn

    2009-01-01

    Objective: This article explores the relevant data regarding teaching psychiatric residents practice management knowledge and skills. This article also introduces a unique program for teaching practice management to residents. Methods: A literature search was conducted through PubMed and "Academic Psychiatry". Additionally residents…

  10. Teaching Critical Decision-Making Skills to Students Concerning Patients with Acute Abdominal Pain.

    Science.gov (United States)

    Hill, David; And Others

    1994-01-01

    The clinical performance of junior hospital staff concerning the management of patients with acute abdominal pain may be enhanced by placing greater emphasis on teaching clinical decision-making skills during the preintern year. Final year medical students took part in a teaching session in which groups of six to eight rotated through six stations…

  11. A Suggested Syllabus for Advanced Writing Skills at English Language Teaching Departments

    Science.gov (United States)

    Altay, Ismail Firat

    2010-01-01

    As is known, writing is an indispensable part of language education. As far as English Language Teaching Departments are concerned, writing courses, especially Advanced Writing Skills, are taken as a course of higher importance. However, forming a syllabus for Advanced Writing Course for English Language Teaching Departments is not an easy matter.…

  12. Debate: a teaching strategy to improve verbal communication and critical-thinking skills.

    Science.gov (United States)

    Garrett, M; Schoener, L; Hood, L

    1996-01-01

    Debate is presented as a valuable learning activity for teaching critical thinking and improving communication skills. Included in the discussion are a brief history of the use of debate as a teaching strategy, the responsibilities of the teacher and learner when using debate in the classroom, and its many advantages for developing competencies in communication and critical thinking.

  13. Effect of Reflective Teaching Training and Teaching Aptitude on Teaching Skills among Elementary Teacher Trainees

    Science.gov (United States)

    Vijaya Kumari, S. N.; Naik, Savita P.

    2016-01-01

    Teachers serve education, which is an effective instrument of man making. The teachers learn this art through Preservice teacher education programme. Teaching has been a reflective process from the beginning. Reflection is used in all sectors of teacher education, including Vocational and Adult education, for a number of years. Despite numerous…

  14. Teaching number skills and concepts with Numicon materials.

    Science.gov (United States)

    Wing, Tony; Tacon, Romey

    2007-07-01

    This paper discusses the use of Numicon number teaching materials with children with Down syndrome. The theory underlying the design of the materials is discussed, the teaching approach and methodology are described and evidence supporting effectiveness is outlined.

  15. Teaching Number Skills and Concepts with Stern Structural Arithmetic Materials

    Science.gov (United States)

    Horner, Vikki

    2007-01-01

    This paper discusses the use of Stern teaching materials with children with Down syndrome. The theory underlying the design of the materials is discussed, the teaching approach and methodology are described and evidence supporting effectiveness is outlined. (Contains 2 figures.)

  16. On the Philosophical Consciousness and Ideological Attributes in the Music Creative Thinking%论音乐创造思维中的哲学意识及其思想属性

    Institute of Scientific and Technical Information of China (English)

    孙佳宾

    2009-01-01

    In this paper, the author described the impact of philosophical consciousness and ideological attributes on the music creative thinking from the perspective of the music creative thinking. He also mentioned that the material and form factors are the carrier of music creative thinking, philosophical consciousness provides the guarantee of ideas for music creative thinking, the expression of philosophical consciousness and the spirit of wishes enhance the ideological significance and artistic value of music creation.%本文从音乐创造思维的角度,阐述了哲学意识及其思想属性对于音乐创造思维的影响,提出了音乐的物质因素和形式因素是音乐创造思维的载体,主张哲学意识为音乐创造思维提供了思想保障,认为哲学意识与精神意愿的表达,提升了音乐创造的思想意义与艺术价值.

  17. A Study on College English Teachers’ Teaching Skills

    Institute of Scientific and Technical Information of China (English)

    黄玉梅

    2014-01-01

    Nowadays as international communications become more and more widely,English plays an important role in world affairs.How to improve the Chinese’s English levels depends on our English teachers in some way,so it is essential for English teachers to improve their teaching skil s.This article discusses what skil s English teachers should have to teach English wel and how to apply teaching skil s to English teaching.

  18. Asynchronous teaching of psychomotor skills through VR annotations: evaluation in digital rectal examination.

    Science.gov (United States)

    Rissanen, Mikko J; Kume, Naoto; Kuroda, Yoshihiro; Kuroda, Tomohiro; Yoshimura, Koji; Yoshihara, Hiroyuki

    2008-01-01

    Many VR technology based training systems use expert's motion data as the training aid, but would not provide any short-cut to teaching medical skills that do not depend on exact motions. Earlier we presented Annotated Simulation Records (ASRs), which can be used to encapsulate experts' insight on psychomotor skills. Annotations made to behavioural parameters in training simulators enable asynchronous teaching instead of just motion training in a proactive way to the learner. We evaluated ASRs for asynchronous teaching of Digital Rectal Examination (DRE) with 3 urologists and 8 medical students. The ASRs were found more effective than motion-based training with verbal feedback.

  19. Nursing faculty teaching a module in clinical skills to medical students: a Lebanese experience

    Science.gov (United States)

    Abdallah, Bahia; Irani, Jihad; Sailian, Silva Dakessian; Gebran, Vicky George; Rizk, Ursula

    2014-01-01

    Nursing faculty teaching medical students a module in clinical skills is a relatively new trend. Collaboration in education among medical and nursing professions can improve students’ performance in clinical skills and consequently positively impact the quality of care delivery. In 2011, the Faculty of Medicine in collaboration with the Faculty of Health Sciences at the University of Balamand, Beirut, Lebanon, launched a module in clinical skills as part of clinical skills teaching to first-year medical students. The module is prepared and delivered by nursing faculty in a laboratory setting. It consists of informative lectures as well as hands-on clinical practice. The clinical competencies taught are hand-washing, medication administration, intravenous initiation and removal, and nasogastric tube insertion and removal. Around sixty-five medical students attend this module every year. A Likert scale-based questionnaire is used to evaluate their experience. Medical students agree that the module provides adequate opportunities to enhance clinical skills and knowledge and favor cross-professional education between nursing and medical disciplines. Most of the respondents report that this experience prepares them better for clinical rotations while increasing their confidence and decreasing anxiety level. Medical students highly appreciate the nursing faculties’ expertise and perceive them as knowledgeable and resourceful. Nursing faculty participating in medical students’ skills teaching is well perceived, has a positive impact, and shows nurses are proficient teachers to medical students. Cross professional education is an attractive model when it comes to teaching clinical skills in medical school. PMID:25419165

  20. Teaching Students to Learn and to Work Well with 21st Century Skills: Unpacking the Career and Life Skills Domain of the New Learning Paradigm

    Science.gov (United States)

    Kivunja, Charles

    2015-01-01

    In "Do You Want Your Students to Be Job-Ready With 21st Century Skills?" Kivunja (2014a) draws on the work by the Partnership For Teaching 21st Century Skills (P21) reported by Trilling and Fadel (2009), to articulate that the skills that young people need to succeed as individuals, citizens and workers in the 21st century fall into four…

  1. Teaching the "Soft Skills": A Professional Development Curriculum to Enhance the Employability Skills of Business Graduates

    Science.gov (United States)

    Winstead, Ann S.; Adams, Barbara L.; Sillah, Marion Rogers

    2009-01-01

    Today's business climate requires that management recruits not only know the technical aspects of their jobs, but also possess communication, teambuilding and leadership skills. Most business school curricula, however, focus only on technical skills, and do not address the "soft skills" in a formal setting or on a consistent basis. As…

  2. Factors influencing pre-service physics teachers' skills of writing teaching materials

    Science.gov (United States)

    Sinaga, Parlindungan

    2016-02-01

    Writing teaching materials is one of the generic pedagogical skills. Teachers and pre-service teachers should be trained to have the skills of writing teaching materials. This study examines the factors that influence the skills of writing in the disciplines among pre-service physics teachers. This study in particular aims to contribute to the development of science writing in the disciplines and to the organization of workshops on writing teaching materials for pre-service teachers. The problems of this research are formulated in the question of what are the factors that influence the skills of pre-service physics teachers in writing teaching materials. The research adopted mixed methods with embedded experimental design. The research subjects were 18 students enrolled in the school physics course. The instruments used consisted of conceptual understanding tests, learning strategy questionnaire, tests of the multiple representation skills, and one-on-one semi- structured interview. Results of data analysis show that the ability and skills of writing physics teaching materials of the pre- service physics teachers are determined by the factors of conceptual understanding of the subject matter with a contribution of 20%, the skills of making multiple representations of concepts with a contribution of 9.8% and students' self-regulation and learning strategy with a contribution of 33.5%. There are other factors that have not been investigated in this study; therefore, it is recommended that future research conduct further investigation on other factors that influence pre-service teachers' skills in writing physics teaching materials.

  3. Teaching a functional leisure skill cluster to rehabilitation clients: the art of macrame.

    Science.gov (United States)

    Halasz-Dees, M; Cuvo, A J

    1986-01-01

    Disabled people often do not use leisure time productively. Past research has focused on teaching specific recreational activities isolated from related skills that would provide subjects a functional independent living repertoire. In the present study disabled subjects were taught the art of macrame. Additionally, they role-played related shopping skills such as buying materials, engaging in appropriate social-interpersonal skills, making monetary transactions, and securing their own transportation to and from the store. Subjects were taught six basic macrame knots using an instructional manual, series of error-correction procedures, and social reinforcement. After mastering those basic knots they independently used the instructional materials to make three complete macrame projects without direct instruction on the projects themselves. Subjects also demonstrated skill maintenance and generalization by making a novel project after independently engaging in all relevant shopping behavior. Two varieties of the multiple baseline design were employed. The importance of teaching a leisure skill cluster and adapting instructional materials were emphasized.

  4. Comparison of four teaching methods on Evidence-based Practice skills of postgraduate nursing students.

    Science.gov (United States)

    Fernandez, Ritin S; Tran, Duong Thuy; Ramjan, Lucie; Ho, Carey; Gill, Betty

    2014-01-01

    The aim of this study was to compare four teaching methods on the evidence-based practice knowledge and skills of postgraduate nursing students. Students enrolled in the Evidence-based Nursing (EBN) unit in Australia and Hong Kong in 2010 and 2011 received education via either the standard distance teaching method, computer laboratory teaching method, Evidence-based Practice-Digital Video Disc (EBP-DVD) teaching method or the didactic classroom teaching method. Evidence-based Practice (EBP) knowledge and skills were evaluated using student assignments that comprised validated instruments. One-way analysis of covariance was implemented to assess group differences on outcomes after controlling for the effects of age and grade point average (GPA). Data were obtained from 187 students. The crude mean score among students receiving the standard+DVD method of instruction was higher for developing a precise clinical question (8.1±0.8) and identifying the level of evidence (4.6±0.7) compared to those receiving other teaching methods. These differences were statistically significant after controlling for age and grade point average. Significant improvement in cognitive and technical EBP skills can be achieved for postgraduate nursing students by integrating a DVD as part of the EBP teaching resources. The EBP-DVD is an easy teaching method to improve student learning outcomes and ensure that external students receive equivalent and quality learning experiences.

  5. Skill Development: How Brain Research Can Inform Music Teaching

    Science.gov (United States)

    Walter, Donald J.; Walter, Jennifer S.

    2015-01-01

    Practice is a major element in cultivating musical skill. Some psychologists have proposed that deliberate practice, a specific framework for structuring practice activities, creates the kind of practice necessary to increase skill and develop expertise. While psychologists have been observing behavior, neurologists have studied how the brain…

  6. Critical Thinking Skills and Meaning in English Language Teaching

    Science.gov (United States)

    Masduqi, Harits

    2011-01-01

    Many ELT experts believe that the inclusion of critical thinking skills in English classes is necessary to improve students' English competence. Students' critical thinking skills will be optimally increased if meaning is prioritized in English lessons. Those two inter-related elements can be implemented when teachers do collaborative activities…

  7. Teaching Comments: Intercultural Communication Skills in the Digital Age

    Science.gov (United States)

    Ware, Paige

    2013-01-01

    This paper explores the pedagogical and conceptual issues that accompany the integration of intercultural communication skills into the secondary curriculum by analyzing the interactions of 102 adolescents in Spain and the USA during a 15-week, classroom-based, international online exchange. Focusing on the skills of discovery and interaction…

  8. Effects of Play Practice on Teaching Table Tennis Skills

    Science.gov (United States)

    Zhang, Peng; Ward, Phillip; Li, Weidong; Sutherland, Sue; Goodway, Jackie

    2012-01-01

    The purpose of this study was to examine the effects of Play Practice (PP) instruction on the performance of table tennis skills. Fifty-six college students in four intact classes were taught by two instructors using PP and Skill-focused Instruction (SI). A nonequivalent control/comparison group experimental design with pre and post measures was…

  9. Let's Play: Teaching Play Skills to Young Children with Autism

    Science.gov (United States)

    Boutot, E. Amanda; Guenther, Tracee; Crozier, Shannon

    2005-01-01

    Watch any young child and you will likely see him or her engaged in some form of play. Play is an integral part of early childhood development in which typically developing children learn social and language skills, as well as appropriate behaviors, problem solving, and a variety of other cognitive skills. By its very definition, autism is a…

  10. Teaching Oral Hygiene Skills to Elementary Students with Visual Impairments

    Science.gov (United States)

    Shih, Yeng-Hung; Chang, Chien-Huey Sophie

    2005-01-01

    This study investigated the effects of a program that taught oral hygiene skills to students with visual impairments using group instruction and individual coaching. The results showed that the program enhanced the oral hygiene skills of the three participants significantly, and its effectiveness lasted for at least two months after the…

  11. Beyond Interpersonal Competence: Teaching and Learning Professional Skills in Sustainability

    Directory of Open Access Journals (Sweden)

    Katja Brundiers

    2017-03-01

    Full Text Available Successful careers in sustainability are determined by positive real-world change towards sustainability. This success depends heavily on professional skills in effective and compassionate communication, collaborative teamwork, or impactful stakeholder engagement, among others. These professional skills extend beyond content knowledge and methodical expertise. Current sustainability programs do not sufficiently facilitate students’ acquisition of such skills. This article presents a brief summary of professional skills, synthesized from the literature, and why they are relevant for sustainability professionals. Second, it presents how these skills have been taught in an undergraduate course in sustainability at Arizona State University, USA. Third, it critically discusses the effectiveness and challenges of that exemplary course. Finally, the article concludes with outlining the lessons learned that should be incorporated into future course offerings.

  12. IDENTIFYING RELATIONSHIP INVOLVING LEARNING STYLES AND PROBLEM SOLVING SKILLS AMONG VOCATIONAL STUDENTS

    Directory of Open Access Journals (Sweden)

    Mimi Mohaffyza Mohamad

    2011-09-01

    Full Text Available The purpose of this study was to determine the relationship between students’ learning styles and problem solving skills among students in Building Construction Course at Vocational School. This study also investigated the differences between the students’ type of learning styles and their ability to solve the problem using their creative thinking. A survey was carried out on 68 vocational students in Building Construction Course from two Vocational Schools. Felder-Soloman’s Index of Learning Styles (ILS and elements of creative thinking in problem solving for Vocational Education were the tools used in this study. Creative thinking in problem solving elements was categorized from the subject specification used in Building Construction curriculum. In brief, the ILS have five dimension; Processing, Perception, Input, Understanding and Perception. The results show that the Input style dominates the learning styles of Building Construction’s students in Vocational School and manipulating idea is the dominant creative thinking elements to solve the problem which students preferred. In conclusion, type of students’ learning styles will influence how they can cater their learning to improve their academic achievement and how they can use their creativity to solve the problem in actual situation in Building Construction work. However, learning styles are not main indicator to predict how students excellent are.

  13. Teaching "Yes, And" … Improv in Sales Classes: Enhancing Student Adaptive Selling Skills, Sales Performance, and Teaching Evaluations

    Science.gov (United States)

    Rocco, Richard A.; Whalen, D. Joel

    2014-01-01

    In an application of experiential learning, assessment, and career development, this article reports a field experiment of teaching sales students adaptive selling skills via an "Improvisational (Improv) Comedy" technique: "Yes, And." Students learn this well-established theatrical improv method via classroom lecture,…

  14. Use of videos to support teaching and learning of clinical skills in nursing education: A review.

    Science.gov (United States)

    Forbes, Helen; Oprescu, Florin I; Downer, Terri; Phillips, Nicole M; McTier, Lauren; Lord, Bill; Barr, Nigel; Alla, Kristel; Bright, Peter; Dayton, Jeanne; Simbag, Vilma; Visser, Irene

    2016-07-01

    Information and communications technology is influencing the delivery of education in tertiary institutions. In particular, the increased use of videos for teaching and learning clinical skills in nursing may be a promising direction to pursue, yet we need to better document the current research in this area of inquiry. The aim of this paper was to explore and document the current areas of research into the use of videos to support teaching and learning of clinical skills in nursing education. The four main areas of current and future research are effectiveness, efficiency, usage, and quality of videos as teaching and learning materials. While there is a clear need for additional research in the area, the use of videos seems to be a promising, relevant, and increasingly used instructional strategy that could enhance the quality of clinical skills education.

  15. Primary School Teachers' Understanding of Science Process Skills in Relation to Their Teaching Qualifications and Teaching Experience

    Science.gov (United States)

    Shahali, Edy H. M.; Halim, Lilia; Treagust, David F.; Won, Mihye; Chandrasegaran, A. L.

    2015-11-01

    This study investigated the understanding of science process skills (SPS) of 329 science teachers from 52 primary schools selected by random sampling. The understanding of SPS was measured in terms of conceptual and operational aspects of SPS using an instrument called the Science Process Skills Questionnaire (SPSQ) with a Cronbach's alpha reliability of 0.88. The findings showed that the teachers' conceptual understanding of SPS was much weaker than their practical application of SPS. The teachers' understanding of SPS differed by their teaching qualifications but not so much by their teaching experience. Emphasis needs to be given to both conceptual and operational understanding of SPS during pre-service and in-service teacher education to enable science teachers to use the skills and implement inquiry-based lessons in schools.

  16. A Practical Approach to Teaching Library Skills to Freshmen.

    Science.gov (United States)

    Lipschutz, David

    1984-01-01

    Describes a library skills program, developed as part of a student development course for college freshmen. Goals and classroom activities are described. Feedback indicated the program was effective in increasing knowledge of available resources. (JAC)

  17. Teaching Associated Work Skills to Adolescents with Severe Handicaps.

    Science.gov (United States)

    Egan, Isabelle; And Others

    1985-01-01

    Five adolescents with moderate to severe mental retardation, including one with hearing impairments and blindness, were taught 12 associated work skills through an approach featuring reinforcement for desirable behavior and negative consequences and cueing for undesirable behavior. (CL)

  18. Evaluation of home-based programs for teaching personal safety skills to children

    OpenAIRE

    Miltenberger, Raymond G; Thiesse-Duffy, Ellyn

    1988-01-01

    We evaluated the efficacy of a commercially available program, the Red Flag, Green Flag Prevention Book, used by parents to teach their children personal safety skills. Children's knowledge and skills regarding the prevention of sexual abuse and abduction were assessed prior to, during, and after training. In one group, training consisted of parents using the prevention book to train their children. Parents of children in the second group used the prevention book with added instructions. Chil...

  19. Vocational trainees’ views and experiences regarding the learning and teaching of communication skills in general practice

    OpenAIRE

    Van Nuland, Marc; Thijs, Gaby; Royen, Paul,; Van den Noortgate, Wim; Goedhuys, Jo

    2010-01-01

    Objective: To explore the views and experiences of general practice (GP) vocational trainees regarding communication skills (CS) and the teaching and learning of these skills. METHODS: A purposive sample of second and third (final) year GP trainees took part in six focus group (FG) discussions. Transcripts were coded and analysed in accordance with a grounded theory approach by two investigators using Alas-ti software. Finally results were triangulated by means of semi-structured telephone in...

  20. Nursing faculty teaching a module in clinical skills to medical students: a Lebanese experience

    Directory of Open Access Journals (Sweden)

    Abdallah B

    2014-11-01

    Full Text Available Bahia Abdallah,1 Jihad Irani,2 Silva Dakessian Sailian,1 Vicky George Gebran,1 Ursula Rizk1 1Nursing Program at the Faculty of Health Sciences, University of Balamand, 2Faculty of Medicine and Medical Sciences, University of Balamand, Beirut, Lebanon Abstract: Nursing faculty teaching medical students a module in clinical skills is a relatively new trend. Collaboration in education among medical and nursing professions can improve students' performance in clinical skills and consequently positively impact the quality of care delivery. In 2011, the Faculty of Medicine in collaboration with the Faculty of Health Sciences at the University of Balamand, Beirut, Lebanon, launched a module in clinical skills as part of clinical skills teaching to first-year medical students. The module is prepared and delivered by nursing faculty in a laboratory setting. It consists of informative lectures as well as hands-on clinical practice. The clinical competencies taught are hand-washing, medication administration, intravenous initiation and removal, and nasogastric tube insertion and removal. Around sixty-five medical students attend this module every year. A Likert scale-based questionnaire is used to evaluate their experience. Medical students agree that the module provides adequate opportunities to enhance clinical skills and knowledge and favor cross-professional education between nursing and medical disciplines. Most of the respondents report that this experience prepares them better for clinical rotations while increasing their confidence and decreasing anxiety level. Medical students highly appreciate the nursing faculties' expertise and perceive them as knowledgeable and resourceful. Nursing faculty participating in medical students' skills teaching is well perceived, has a positive impact, and shows nurses are proficient teachers to medical students. Cross professional education is an attractive model when it comes to teaching clinical skills in

  1. Teaching English Language Skills for School Teachers: CTE Programme of IGNOU

    Directory of Open Access Journals (Sweden)

    Asha Khare

    2011-01-01

    Full Text Available India is a multilingual country. English is the second most important language in the country after the national language Hindi since it is taught as a compulsory subject in all the Indian schools. In the educational system of a multilingual country, it becomes imperative to improve the English Language teaching skills of the school teachers who come from various linguistic backgrounds. The school teacher plays a vital role in the development of linguistic skills of the students. What children learn can affect their later success or failure in school, work, and their personal lives. As such, the school teachers need to improve their own English language skills if they are teaching without any previous English language training. This paper throws light on the communicative approach of English language teaching. It introduces the Certificate in Teaching of English (CTE programme of the Indira Gandhi National Open University (IGNOU and outlines the syllabus and the methods used by the university to impart English Language Teaching skills to the elementary/secondary school teachers through this programme with the objective to enhance teacher’s understanding of  the learners and their learning process.

  2. BLENDED PROJECT BASED LEARNING: THINKING SKILLS OF NEW STUDENTS OF BIOLOGY EDUCATION DEPARTMENT (ENVIRONMENTAL SUSTAINABILITY PERSPECTIVE

    Directory of Open Access Journals (Sweden)

    H. Husamah

    2015-11-01

    Full Text Available This study aims to analyze the difference of thinking skills of treatment (using Blended Project Based Learning and control classes. This is a quasi-experimental study at new students of Biology Education. The thinking skills difference between treatment and control known through statistical test (SPSS. The results showed that there was difference in thinking skills (self-regulated, critical, and creative thinking between treatment and control. Mean of self-regulated thinking of treatment (16.0 was higher than control (13.4. Mean of critical thinking of treatment (19.7 was higher than control (16.7. Mean of creative thinking of treatment (14.3 was higher than control (11.8.

  3. SKILLS TRAINING:AN IMPORTANT ASPECT OF LITERATURE TEACHING

    Institute of Scientific and Technical Information of China (English)

    1999-01-01

    This article identifies some problems Chinese universities have when they offer English litera-ture as a compulsory course to advanced level English majors.One constructive approach is discussed,andsome suggestions on improving literature teaching are put forward.

  4. Implementing a Holistic Teaching in Modern ELT Classes: Using Technology and Integrating Four Skills

    OpenAIRE

    Arslan, Aykut

    2008-01-01

    This conceptual paper explores the framework of which language teaching approaches are required to integrate the recent technologies in modern English Language Teaching (ELT) classes. Driven on the relevant literature of ELT and Computer Assisted Language Learning (CALL), we argue that integration of language skills in a holistic way and the technology as the enabler can facilitate the learners’ obtaining the knowledge of the language and the knowledge about how to use the language appr...

  5. Implementing a Holistic Teaching in Modern ELT Classes: Using Technology and Integrating Four Skills

    Directory of Open Access Journals (Sweden)

    Aykut ARSLAN

    2008-05-01

    Full Text Available This conceptual paper explores the framework of which language teaching approaches are required to integrate the recent technologies in modern English Language Teaching (ELT classes. Driven on the relevant literature of ELT and Computer Assisted Language Learning (CALL, we argue that integration of language skills in a holistic way and the technology as the enabler can facilitate the learners’ obtaining the knowledge of the language and the knowledge about how to use the language appropriately in communicative situations.

  6. Exploring Saudi Pre-service Teachers' Knowledge of Critical Thinking Skills and their Teaching Perceptions

    OpenAIRE

    Amani K. Gashan

    2015-01-01

    The current study aimed to investigate Saudi pre-service teachers’ knowledge about the general concepts of critical thinking, as well as its skills. In addition, the study explored their perceptions about critical thinking and its teaching in classrooms with an aim to develop learning and teaching process. The study was conducted with twenty-nine male students at a teacher education program in the College of Education, King Saud University. The quantitative method was used, employing a three-...

  7. 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

    2009-01-01

    Background: 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. Aims: To…

  8. Comparing Video Modeling and Graduated Guidance Together and Video Modeling Alone for Teaching Role Playing Skills to Children with Autism

    Science.gov (United States)

    Akmanoglu, Nurgul; Yanardag, Mehmet; Batu, E. Sema

    2014-01-01

    Teaching play skills is important for children with autism. The purpose of the present study was to compare effectiveness and efficiency of providing video modeling and graduated guidance together and video modeling alone for teaching role playing skills to children with autism. The study was conducted with four students. The study was conducted…

  9. Learning Clinical Skills during Bedside Teaching Encounters in General Practice: A Video-Observational Study with Insights from Activity Theory

    Science.gov (United States)

    Ajjawi, Rola; Rees, Charlotte; Monrouxe, Lynn V.

    2015-01-01

    Purpose: This paper aims to explore how opportunities for learning clinical skills are negotiated within bedside teaching encounters (BTEs). Bedside teaching, within the medical workplace, is considered essential for helping students develop their clinical skills. Design/methodology/approach: An audio and/or video observational study examining…

  10. Teaching information literacy skills to sophomore-level biology majors.

    Science.gov (United States)

    Thompson, Leigh; Blankinship, Lisa Ann

    2015-05-01

    Many undergraduate students lack a sound understanding of information literacy. The skills that comprise information literacy are particularly important when combined with scientific writing for biology majors as they are the foundation skills necessary to complete upper-division biology course assignments, better train students for research projects, and prepare students for graduate and professional education. To help undergraduate biology students develop and practice information literacy and scientific writing skills, a series of three one-hour hands-on library sessions, discussions, and homework assignments were developed for Biological Literature, a one-credit, one-hour-per-week, required sophomore-level course. The embedded course librarian developed a learning exercise that reviewed how to conduct database and web searches, the difference between primary and secondary sources, source credibility, and how to access articles through the university's databases. Students used the skills gained in the library training sessions for later writing assignments including a formal lab report and annotated bibliography. By focusing on improving information literacy skills as well as providing practice in scientific writing, Biological Literature students are better able to meet the rigors of upper-division biology courses and communicate research findings in a more professional manner.

  11. Teaching Information Literacy Skills to Sophomore-Level Biology Majors

    Directory of Open Access Journals (Sweden)

    Leigh Thompson

    2015-02-01

    Full Text Available Many undergraduate students lack a sound understanding of information literacy. The skills that comprise information literacy are particularly important when combined with scientific writing for biology majors as they are the foundation skills necessary to complete upper-division biology course assignments, better train students for research projects, and prepare students for graduate and professional education. To help undergraduate biology students develop and practice information literacy and scientific writing skills, a series of three one-hour hands-on library sessions, discussions, and homework assignments were developed for Biological Literature, a one-credit, one-hour-per-week, required sophomore-level course. The embedded course librarian developed a learning exercise that reviewed how to conduct database and web searches, the difference between primary and secondary sources, source credibility, and how to access articles through the university’s databases. Students used the skills gained in the library training sessions for later writing assignments including a formal lab report and annotated bibliography. By focusing on improving information literacy skills as well as providing practice in scientific writing, Biological Literature students are better able to meet the rigors of upper-division biology courses and communicate research findings in a more professional manner.

  12. Planning Education: Exchanging Approaches to Teaching Practice-Based Skills

    Science.gov (United States)

    Ritchie, Heather; Sheppard, Adam; Croft, Nick; Peel, Deborah

    2017-01-01

    Planning curricula have continually evolved to meet changing societal needs, technological change and employer expectations. The professional accrediting body in the United Kingdom, the Royal Town Planning Institute, stipulates the core planning skills required, differentiating between formal classroom-based learning and professional competencies,…

  13. Problematic Issues Related to the Systematic Teaching of Affective Skills.

    Science.gov (United States)

    Ruff, Frances K.; Roberts, Jane M. E.

    This paper presents a discussion of three problem areas that were delineated during the course of a field test designed to assess the effects of the "Heartsmart Adventures," an interpersonal skills curriculum developed from the Fundamental Interpersonal Relations Orientation (FIRO) Theory as described by William C. Schutz. Students and teachers…

  14. Teaching Young Children Interpersonal Problem-Solving Skills

    Science.gov (United States)

    Joseph, Gail E.; Strain, Phillip S.

    2010-01-01

    Learning how to problem solve is one of the key developmental milestones in early childhood. Children's problem-solving skills represent a key feature in the development of social competence. Problem solving allows children to stay calm during difficult situations, repair social relations quickly, and get their needs met in ways that are safe and…

  15. Strategic Teaching: Fostering Communication Skills in Diverse Young Learners

    Science.gov (United States)

    Chen, Jennifer J.; Shire, Suzanne H.

    2011-01-01

    Effective communication is essential for young children's academic and social competence. During the preschool years, children acquire the language and communication skills necessary to express their needs, thoughts, and feelings in social interactions, and they learn to respond appropriately to others. Through effective communication, they also…

  16. Enhancing Students' Communication Skills through Treffinger Teaching Model

    Science.gov (United States)

    Alhaddad, Idrus; Kusumah, Yaya S.; Sabandar, Jozua; Dahlan, Jarnawi A.

    2015-01-01

    This research aims to investigate, compare, and describe the achievement and enhancement of students' mathematical communication skills (MCS). It based on the prior mathematical knowledge (PMK) category (high, medium and low) by using Treffinger models (TM) and conventional learning (CL). This research is an experimental study with the population…

  17. A Program for Teaching Primary Preventive Social Skills.

    Science.gov (United States)

    Kapp-Simon, Kathy A.; Simon, Dennis J.

    This paper presents an overview of a systematic primary prevention program for promoting social competency in junior high school students, including a summary of goals, method, techniques, leadership requirements, and evaluation research. The Social Skills Training Program is described as a curriculum-based, small group program which teaches…

  18. Teaching Movable "Du": Guidelines for Developing Enrhythmic Reading Skills

    Science.gov (United States)

    Dalby, Bruce

    2015-01-01

    Reading music notation with fluency is a complex skill requiring well-founded instruction by the music teacher and diligent practice on the part of the learner. The task is complicated by the fact that there are multiple ways to notate a given rhythm. Beginning music students typically have their first encounter with enrhythmic notation when they…

  19. The Stepping Stone Approach to Teaching Chemical Information Skills

    Science.gov (United States)

    Yeagley, Andrew A.; Porter, Sarah E. G.; Rhoten, Melissa C.; Topham, Benjamin J.

    2016-01-01

    Information literacy is of paramount importance to any successful research program. Information techniques and skills should be infused throughout a student's undergraduate curriculum rather than being the focus of a single course. To this end, we have created several courses, beginning in the first year, where students review current scientific…

  20. How to Develop Teachers' Mathematical Molding Teaching Skills

    Science.gov (United States)

    Mrayyan, Salwa

    2016-01-01

    This study aimed at developing some of the mathematical modelling skills necessary for the student teachers in mathematics education College. Modeling involves making genuine choices, modeling problems have many possible justifiable answers, modeling problems matter to the end-user who needs to understand something or make a decision. Modeling…

  1. Learning through Writing: Teaching Critical Thinking Skills in Writing Assignments

    Science.gov (United States)

    Cavdar, Gamze; Doe, Sue

    2012-01-01

    Traditional writing assignments often fall short in addressing problems in college students' writing as too often these assignments fail to help students develop critical thinking skills and comprehension of course content. This article reports the use of a two-part (staged) writing assignment with postscript as a strategy for improving critical…

  2. Talents are Unlimited: It's Time to Teach Thinking Skills Again!

    Science.gov (United States)

    Newman, Jane L.

    2008-01-01

    Certainly educators have different perspectives about what skills, attitudes, and knowledge students need for success in the information-based society of the third millennium and imminent future. However, in order to meet the demands of the global society, educators must think like futurists and must collaborate and share their expertise from…

  3. Teaching Writing Skills That Enhance Student Success in Future Employment

    Science.gov (United States)

    Coyle, James P.

    2010-01-01

    The ability to write well is often critical for effective work performance. Although basic writing courses provide a foundation for college and university students, discipline-specific writing tasks and methods are frequently learned indirectly. Incorporating occupational writing skills in course curriculum better prepares students for future…

  4. Enhancing Argumentative Writing Skill through Contextual Teaching and Learning

    Science.gov (United States)

    Hasani, Aceng

    2016-01-01

    This study aims to describe the influence of contextual learning model and critical thinking ability toward argumentative writing skill on university students. The population of the research was 147 university students, and 52 university students were used as sample with multi stage sampling. The results of the research indicate that; group of…

  5. Teaching Problem-Solving Skills to Nuclear Engineering Students

    Science.gov (United States)

    Waller, E.; Kaye, M. H.

    2012-01-01

    Problem solving is an essential skill for nuclear engineering graduates entering the workforce. Training in qualitative and quantitative aspects of problem solving allows students to conceptualise and execute solutions to complex problems. Solutions to problems in high consequence fields of study such as nuclear engineering require rapid and…

  6. Teaching Problem Solving Skills to Elementary Age Students with Autism

    Science.gov (United States)

    Cote, Debra L.; Jones, Vita L.; Barnett, Crystal; Pavelek, Karin; Nguyen, Hoang; Sparks, Shannon L.

    2014-01-01

    Students with disabilities need problem-solving skills to promote their success in solving the problems of daily life. The research into problem-solving instruction has been limited for students with autism. Using a problem-solving intervention and the Self Determined Learning Model of Instruction, three elementary age students with autism were…

  7. Teaching and learning reflexive skills in inter- and transdisciplinary research: A framework and its application in environmental science education

    NARCIS (Netherlands)

    Fortuin, K.P.J.; Koppen, van C.S.A.

    2016-01-01

    A crucial skill for researchers in inter- and transdisciplinary environmental projects is the ability to be reflexive about knowledge and knowledge production. Few studies exist on the operationalization of reflexive skills and teaching and learning strategies that help students master these skills.

  8. Feasibility of Using Video to Teach a Dialectical Behavior Therapy Skill to Clients with Borderline Personality Disorder

    Science.gov (United States)

    Waltz, Jennifer; Dimeff, Linda A.; Koerner, Kelly; Linehan, Marsha M.; Taylor, Laura; Miller, Christopher

    2009-01-01

    This study tested the feasibility of using a psychoeducational video recording to teach a behavioral skill from the Dialectical Behavior Therapy (DBT; Linehan, 1993a, 1993b) skills training program to individuals meeting criteria for borderline personality disorder. A video presenting a DBT emotion-regulation skill was developed and the extent to…

  9. A Brief Group Intervention Using Video Games to Teach Sportsmanship Skills to Children with Autism Spectrum Disorders

    Science.gov (United States)

    Ferguson, Bill R.; Gillis, Jennifer M.; Sevlever, Melina

    2013-01-01

    Impaired social skills represent a fundamental deficit for children with Autism Spectrum Disorders (ASD). Despite the potential importance of "good sportsmanship," this social skill has received relatively little attention in the literature. The current study utilized a Behavioral Skills Training (BST) approach to teach three…

  10. Teaching Time and Organizational Management Skills to First Year Health Science Students: Does Training Make a Difference?

    Science.gov (United States)

    Adamson, Barbara; Covic, Tanya; Lincoln, Michelle

    2004-01-01

    The present study reports on new research conducted to determine whether teaching time and organizational skills using a training package can improve these skills. The Abbreviated Time Management Indicator (ATMI) developed by Roberts et al. was used to assess time and organizational management skills. This scale consists of six dimensions, namely…

  11. Teaching Play Skills to Visually Impaired Preschool Children: Its Effect on Social Interaction

    Science.gov (United States)

    Ozaydin, Latife

    2015-01-01

    The aim of this study is to assess the effects that teaching visually impaired (VI) preschool children play skills has on their abilities to initialize and respond to social interactions with their typically developing (TD) peers in a reverse mainstreaming preschool class. The subjects of the study were three female VI students regularly attending…

  12. Teaching Effective Helping Skills at a Distance: The Development of Project CATHIE

    Science.gov (United States)

    Adcock, Amy B.; Duggan, Molly H.; Nelson, Elizabeth K.; Nickel, Christine

    2006-01-01

    This article describes an exploratory study of two Web-based learning environments designed to teach helping skills to human service students. Participants used either an interactive pedagogical agent environment or read a helper-client script. Environments were compared and learning gains were assessed in each of the environments, along with user…

  13. Scaffolding Academic Integrity: Creating a Learning Context for Teaching Referencing Skills

    Science.gov (United States)

    Emerson, Lisa; Rees, Malcolm T.; MacKay, Bruce

    2005-01-01

    Methods of detecting plagiarism and teaching skills relating to the use of secondary sources are matters of increasing contention within academia. The project presented in this paper melds the use of a detection tool (Turnitin) with a multi-strategy educational programme. The results show that using percentage of secondary sources usage as an…

  14. 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…

  15. Mandating and Standardizing the Teaching of Critical Literacy Skills: A Cautionary Tale

    Science.gov (United States)

    Pandya, Jessica Zacher

    2012-01-01

    In this article, I critique a component of the highly structured Open Court Reading curriculum designed to teach elementary children "inquiry and higher-order thinking" skills. The intended outcome of this component is, I argue, the production of critically literate and informed consumers of information. However, both the critical thinking skills…

  16. Developing content standards for teaching research skills using a delphi method

    NARCIS (Netherlands)

    Schaaf, M.F. van der; Stokking, K.M.; Verloop, N.

    2008-01-01

    The increased attention for teacher assessment and current educational reforms ask for procedures to develop adequate content standards. For the development of content standards on teaching research skills, a Delphi method based on stakeholders’ judgments has been designed and tested. In three round

  17. A Study on the Prediction of the Teaching Profession Attitudes by Communication Skills and Professional Motivation

    Science.gov (United States)

    Çimen, Latife Kabakli

    2016-01-01

    This study aims to investigate the prediction of the attitudes regarding teaching profession by the communication skills and professional motivation of pedagogical formation students. 261 pre-service teachers receiving pedagogical formation training Istanbul at a private university in the 2014-2015 academic year were included in the research as…

  18. An Alternative Approach for Designing and Teaching Communication Skills to University of Technology Students

    Science.gov (United States)

    Pineteh, Ernest A.

    2014-01-01

    This article examines the contents and teaching strategies of communication skills courses at a South African higher institution: Cape Peninsula University of Technology (CPUT). It seeks to understand why the courses have not been very responsive to increasing academic and professional challenges undergraduate students experience at this…

  19. Information Literacy for Health Professionals: Teaching Essential Information Skills with the Big6 Information Literacy Model

    Science.gov (United States)

    Santana Arroyo, Sonia

    2013-01-01

    Health professionals frequently do not possess the necessary information-seeking abilities to conduct an effective search in databases and Internet sources. Reference librarians may teach health professionals these information and technology skills through the Big6 information literacy model (Big6). This article aims to address this issue. It also…

  20. Evaluating New Approaches to Teaching of Sight-Reading Skills to Advanced Pianists

    Science.gov (United States)

    Zhukov, Katie

    2014-01-01

    This paper evaluates three teaching approaches to improving sight-reading skills against a control in a large-scale study of advanced pianists. One hundred pianists in four equal groups participated in newly developed training programmes (accompanying, rhythm, musical style and control), with pre- and post-sight-reading tests analysed using…

  1. Teaching MBA Students Teamwork and Team Leadership Skills: An Empirical Evaluation of a Classroom Educational Program

    Science.gov (United States)

    Hobson, Charles J.; Strupeck, David; Griffin, Andrea; Szostek, Jana; Rominger, Anna S.

    2014-01-01

    A comprehensive educational program for teaching behavioral teamwork and team leadership skills was rigorously evaluated with 148 MBA students enrolled at an urban regional campus of a Midwestern public university. Major program components included (1) videotaped student teams in leaderless group discussion (LGD) exercises at the course beginning…

  2. Utilizing Precision Teaching To Measure Growth of Reading Comprehension Skills in Low Achieving Students.

    Science.gov (United States)

    Nitti, Joanne M.

    A practicum addressed the problem of reading comprehension skills in low achieving students by monitoring their progress utilizing precision teaching. Based on referrals from classroom teachers, guidance counselors, and parents, five students ranging in ability levels from kindergarten through grade 8 were accepted into the program for one or more…

  3. Teaching a Course in Abnormal Psychology and Behavior Intervention Skills for Nursing Home Aides.

    Science.gov (United States)

    Glenwick, David S.; Slutzsky, Mitchel R.; Garfinkel, Eric

    2001-01-01

    Describes an 11-week course given at a nursing home to nursing home aides that focused on abnormal psychology and behavior intervention skills. Discusses the course goals, class composition, and course description. Addresses the problems and issues encountered with teaching this course to a nontraditional population in an unconventional setting.…

  4. Can Student Teachers Acquire Core Skills for Teaching from Part-Time Employment?

    Science.gov (United States)

    Wylie, Ken; Cummins, Brian

    2013-01-01

    Part-time employment among university students has become commonplace internationally. Research has largely focused on the impact of part-time employment on academic performance. This research takes an original approach in that it poses the question whether students can acquire core skills relevant to teaching from their part-time employment. The…

  5. Effectiveness of the Modified Intensive Toilet Training Method on Teaching Toilet Skills to Children with Autism

    Science.gov (United States)

    Ardiç, Avsar; Cavkaytar, Atilla

    2014-01-01

    The purpose of this study was to determine effectiveness of a modified version of Azrin and Foxx's (1971) intensive toilet training method on teaching of toilet skills to children with autism. This method consists of administering extra fluids and a time schedule, but does not use overcorrection procedures. Implementation requires a study of six…

  6. Learning and Teaching about the Nature of Science through Process Skills

    Science.gov (United States)

    Mulvey, Bridget K.

    2012-01-01

    This dissertation, a three-paper set, explored whether the process skills-based approach to nature of science instruction improves teachers' understandings, intentions to teach, and instructional practice related to the nature of science. The first paper examined the nature of science views of 53 preservice science teachers before and after a…

  7. Examining the Epistemological Beliefs and Problem Solving Skills of Preservice Teachers during Teaching Practice

    Science.gov (United States)

    Erdamar, Gurcu; Alpan, Gulgun

    2013-01-01

    This study aims to examine the development of preservice teachers' epistemological beliefs and problem solving skills in the process of teaching practice. Participants of this descriptive study were senior students from Gazi University's Faculty of Vocational Education ("n" = 189). They completed the Epistemological Belief…

  8. Pre-Service Geography Teachers' Confidence in Geographical Subject Matter Knowledge and Teaching Geographical Skills

    Science.gov (United States)

    Harte, Wendy; Reitano, Paul

    2015-01-01

    This research tracked the confidence of 16 undergraduate and postgraduate pre-service geography teachers as they completed a single semester, senior phase geography curriculum course. The study focused specifically on the pre-service teachers' confidence in geographical subject matter knowledge and their confidence in teaching geographical skills.…

  9. Could MOOCs Answer the Problems of Teaching AQF-Required Skills in Australian Tertiary Programmes?

    Science.gov (United States)

    Fraser, Kym; Ryan, Yoni

    2013-01-01

    From 2015, Australian universities will be required to demonstrate that their programmes explicitly teach and assess achievement of, knowledge and skills, and the application of both as specified by the Australian Qualifications Framework (AQF). Over the last twenty years, the sector has applied significant effort and resources to embedding the…

  10. Developing Teaching Skills through the School Practicum in Turkey: A Metasynthesis Study

    Science.gov (United States)

    Tas, Mükerrem Akbulut; Karabay, Aysegül

    2016-01-01

    Using a metasynthesis approach, this study examined general teaching skills in previous studies on school practicum. The results and suggestions from 53 qualitative primary research studies that focused on school practicum in Turkey were reviewed. Data were collected using document analysis and content analysis using the NVivo10 programme. The…

  11. Prosody teaching matters in developing speaking skills for Farsi-English interpreter trainees : An experimental study

    NARCIS (Netherlands)

    Yenkimaleki, M.; V.J., van Heuven

    2016-01-01

    The present study investigates the effect of explicit teaching of prosody on developing speaking skills for Farsi-English interpreter trainees. Two groups of student interpreters were formed. All were native speakers of Farsi who studied English translation and interpreting at the BA level at Tafres

  12. Teaching Play Skills to Children with Autism through Video Modeling: Small Group Arrangement and Observational Learning

    Science.gov (United States)

    Ozen, Arzu; Batu, Sema; Birkan, Binyamin

    2012-01-01

    The purpose of the present study was to examine if video modeling was an effective way of teaching sociodramatic play skills to individuals with autism in a small group arrangement. Besides maintenance, observational learning and social validation data were collected. Three 9 year old boys with autism participated in the study. Multiple probe…

  13. The effect of prosody teaching on developing word recognition skills for interpreter trainees : An experimental study

    NARCIS (Netherlands)

    Yenkimaleki, M.; V.J., van Heuven

    2016-01-01

    The present study investigates the effect of the explicit teaching of prosodic features on developing word recognition skills with interpreter trainees. Two groups of student interpreters were composed. All were native speakers of Farsi who studied English translation and interpreting at the BA leve

  14. The effect of prosody teaching on developing word recognition skills for interpreter trainees. An experimental study

    NARCIS (Netherlands)

    Yenkimaleki, M.; V.J., van Heuven

    2016-01-01

    The present study investigates the effect of the explicit teaching of prosodic features on developing word recognition skills with interpreter trainees. Two groups of student interpreters were composed. All were native speakers of Farsi who studied English translation and interpreting at the BA leve

  15. The Use of Music to Teach Life Skills to Students with Emotional Disabilities in the Classroom

    Science.gov (United States)

    Obiozor, Williams Emeka

    2010-01-01

    This article discusses the teaching of life skills to urban American youths who are highly fascinated with the hip-hop culture--songs, raps, miming, lyrics, dressing and musical rhythms, especially individuals with emotional disabilities in the public schools. This is an instructional curriculum strategy to encourage positive and active…

  16. Integrating Problem-Based Learning with ICT for Developing Trainee Teachers' Content Knowledge and Teaching Skill

    Science.gov (United States)

    Karami, Mehdi; Karami, Zohreh; Attaran, Mohammad

    2013-01-01

    Professional teachers can guarantee the progress and the promotion of society because fostering the development of next generation is up to them and depends on their professional knowledge which has two kinds of sources: content knowledge and teaching skill. The aim of the present research was studying the effect of integrating problem-based…

  17. Brain Research: Environment and Emotions. Implications for Teaching Information Literacy Skills

    Science.gov (United States)

    Morris, Betty J.

    2004-01-01

    Library media specialists need to embrace brain research and implement its findings into the teaching of information literary skills. Research in the past two decades has used imaging techniques to allow the study of brain functions when listening to music versus composing a song or when recalling a noun or verb. Imaging allows researchers to look…

  18. Using of Video Modeling in Teaching a Simple Meal Preparation Skill for Pupils of Down Syndrome

    Science.gov (United States)

    AL-Salahat, Mohammad Mousa

    2016-01-01

    The current study aimed to identify the impact of video modeling upon teaching three pupils with Down syndrome the skill of preparing a simple meal (sandwich), where the training was conducted in a separate classroom in schools of normal students. The training consisted of (i) watching the video of an intellectually disabled pupil, who is…

  19. Perception of Teachers and Administrators on the Teaching Methods That Influence the Acquisition of Generic Skills

    Science.gov (United States)

    Audu, R.; Bin Kamin, Yusri; Bin Musta'amal, Aede Hatib; Bin Saud, Muhammad Sukri; Hamid, Mohd. Zolkifli Abd.

    2014-01-01

    This study is designed to identify the most significant teaching methods that influence the acquisition of generic skills of mechanical engineering trades students at technical college level. Descriptive survey research design was utilized in carrying out the study. One hundred and ninety (190) respondents comprised of mechanical engineering…

  20. The Effects of Individual Differences on Observational Learning in the Acquisition of a Teaching Skill.

    Science.gov (United States)

    Koran, Mary Lou; And Others

    A study examined the effects of verbal and perceptual aptitudes in relation to the efficacy of two different kinds of modeling procedures (written and filmed presentations) in the acquisition of a teaching skill (analytic questioning). It was anticipated that for Ss receiving the film-mediated model, criterion scores would show stronger relation…